WEEKLY OVERVIEW

Build Knowledge Essential Question:

How do friends depend on each other?
Friends and Family
Teach and Model Practice and Apply
Close Reading and Writing Close Reading and Writing

Help! A Story of Friendship, 10–29

Reading/Writing Literature Anthology Genre Fantasy Lexile 410L ETS TextEvaluator 20
Workshop

“Little Flap Learns to Fly,” 22–27

Genre Fantasy Lexile 390L ETS TextEvaluator 16

“Crayons,” 32–33
Genre Poetry Lexile N/A ETS TextEvaluator N/A

Differentiated Texts Extended Complex Texts

of Simon & Schuster Children’s Publishing Division from HENRY

Reprinted with the permission of Simon Spotlight, an imprint

AND MUDGE: The First Book by Cynthia Rylant, illustrated

by Sucie Stevenson. Illustrations copyright © 1987 Sucie

APPROACHING
NG BEYOND
Lexile 230 Lexile 500 Fox and His Friends Henry and Mudge
ETS TextEvaluator 5 ETS TextEvaluator 21 Genre Fiction Genre Fiction
ON LEVEL ELL
Lexile 200L Lexile 460L
Stevenson.

Lexile 340 Lexile 300 ETS TextEvaluator 3

ETS TextEvaluator 5 ETS TextEvaluator 6
ETS TextEvaluator 13
Leveled Readers Classroom Library

UNIT 1 WEEK 1
 WEEK 1

Ken Karp/McGraw-Hill Education

Student Outcomes

Close Reading of Complex Text Language Development

• Use information from illustrations and words Conventions
• Demonstrate understanding of key details • Use capitalization and punctuation to form
• Demonstrate understanding of plot sentences.
Vocabulary Acquisition
• Acquire and use academic vocabulary
Writing actions afraid depend nervously
peered perfectly rescue secret
Write to Sources • Use inflectional endings as clues to the meaning
• Draw evidence from fantasy of a word
• Write Narrative Texts
• Conduct short research on friends
Writing Process Foundational Skills
• Prewrite a Friendly Letter
Phonics/Word Study
• Introduce Short a and Short i
• Blend Words with Short a and Short i
Speaking and Listening Spelling Words
• Engage in collaborative discussions about friends has wag bad six
• Paraphrase portions of “The New Kid” and will sat had fix
presentations on friends
him if can hit
• Present information on friends
why for help

Fluency
Content Knowledge • Expression
• Explore the ways in which groups depend on and
help one another

Professional Development
Support to make the most of your instructional time:
• See lessons in action in real classrooms.
• Get expert advice on instructional practices.
• Collaborate with other teachers.
• Access PLC Resources Go Digital! www.connected.mcgraw-hill.com.

WEEKLY OVERVIEW T1
INSTRUCTIONAL PATH
1 Talk About Friendship
Guide children in collaborative
conversations.
Discuss the essential question: How do
friends depend on each other?
Develop academic language.
Listen to “The New Kid” and
retell the story.

2
2
Read “Little Flap Learns
to Fly”
Model close reading with a short complex text.
Read

“Little Flap Learns to Fly” to learn how friends depend on each

other, citing text evidence to answer text-dependent questions.
Reread

“Little Flap Learns to Fly” to analyze text, craft, and structure,

citing text evidence.

Write About “Little Flap

3 Learns to Fly”
Model writing to a source.
Analyze a short response student model.
Use text evidence from close reading
to write to a source.

T2 UNIT 1 WEEK 1
 WEEK 1
Read and Write About
4 Help! A Story of Friendship
Practice and apply close reading of the
anchor text.
Read

Help! A Story of Friendship to learn about how friends help and

depend on each other.
Reread

Help! A Story of Friendship and use text evidence to understand

how the author uses text, craft, and structure to develop deeper
understanding of the story.
Write a short response about Help! A Story of Friendship.

Integrate

Information about the actions of all the friends you read about.
Write to Two Sources, citing text evidence from Help! A Story of
Friendship and “Crayons.”

5 • Text-Dependent Questions
Independent • Scaffolded Partner Work
Partner Work • Talk with a Partner

Gradual release of support • Cite Text Evidence

to independent work • Guided Text Annotation

Integrate Knowledge and Ideas

6 Connect Texts
Text to Text Discuss how each of the texts answers the question:
How do friends depend on each other?
Text to Fine Art Compare information about friendship in the
texts read with a Gaugin painting.

Conduct a Short Research Project

Create a list of ways friends help each other.

INSTRUCTIONAL PATH T3
DEVELOPING READERS AND WRITERS
Write to Sources

Day 1 and Day 2

Build Writing Fluency
• Quick write on “Little Flap Learns to Fly,” p. T38
Write to a Source
• Analyze a student model, p. T38
• Write about “Little Flap Learns to Fly,“ p. T38
• Apply Writing Trait: Ideas, p. T38
• Apply Grammar Skill: Sentences, p. T38

Day 3
Write to a Source
• Write about Help! A Story of Friendship, independent practice,
Respond to Text p. T48
• Provide scaffolded instruction to meet student needs, p. T48

Day 4 and Day 5

Write to Two Sources
• Analyze a student model, p. T54, p. T60
• Write to compare Help! A Story of Friendship with
“Crayons,” p. T60

FPO FPO

T3A UNIT 1 WEEK 1

 WEEK 1
WEEK 1: PREWRITE WEEK 2: DRAFT AND REVISE WEEK 3: PROOFREAD/EDIT, PUBLISH, EVALUATE

ting Go Genre Writing:

Wri cess
Digital
Pro
Narrative Text
Friendly Letter
Expert Model
• Discuss features of narrative writing
Writer’s
Workspace
• Discuss the expert model
Prewrite
• Discuss purpose and audience
• Plan the topic
Expert Model

Features of a Model Graphic Graphic Organizer

Friendly Letter Organizer

Grammar and Spelling Resources Online PDFs

Reading/Writing Workshop Online Spelling Grammar Practice, Phonics/Spelling Practice,

Grammar Handbook, and Grammar Games pp. 1–5 pp. 1–5
p. 474

DEVELOPING READERS AND WRITERS T3B

SUGGESTED LESSON PLAN

READING DAY 1 DAY 2

Build Background Friends Help Friends, Oral Language Friends Help Friends, T24
Teach, Model T8–T9 Word Work T27
and Apply Oral Vocabulary T10 • Structural Analysis: Plural Nouns with -s, -es
Word Work/Vocabulary T12–T17 Close Reading “Little Flap Learns to Fly,”

Core
• Phonemic Awareness: Phoneme Blending T30–T37
• Phonics/Spelling: Introduce Short a, i • Genre: Fantasy
• High-Frequency Words/Words in Context • Skill: Key Details
Close Reading “Little Flap Learns to Fly,” • Strategy: Visualize
Reading/Writing Workshop T18–T21 • Vocabulary Strategy: Inflectional Endings

Listening Comprehension Strategy: Listening Comprehension Strategy, T25

Visualize, T11 • Interactive Read-Aloud: “The New Kid”
• Interactive Read-Aloud: “The New Kid” Word Work/Vocabulary T26–T29
Options

• Phonemic Awareness: Phoneme Categorization

• Phonics/Spelling: Words with Short a, i
Whole Group

• High-Frequency Words/Expand Vocabulary

Review Oral Vocabulary Words T24

LANGUAGE ARTS
Grammar Sentences, T23 Write About the Text T38–T39
Core

Grammar Questions, T40–T41

Writing
Grammar Write About the Text Writing Fluency,
Options

T22

Writings Writing Process: Narrative Friendly Letter, T480–T485 Use with Weeks 1–3
Proces
v

Differentiated Instruction Use your data dashboard to determine each student’s needs.
Then select instructional supports options throughout the week.

APPROACHING LEVEL ON LEVEL

Leveled Reader Phonics Comprehension Leveled Reader
Cat and Dog, T64–T65 Connect i to /i/ and a to /a/, T68 Read for Fluency, T72 The Quest, T74–T75
Small Group

“Uncle Max and I,” T65

65 Blend Words with Short a, i, T68 Identify Key Details, T72 “Together,” T75
Literature Circles, T65
65
5 Build Words with Short a, i, T69 Review Key Details, T73 Literature Circles, T75
5
Fluency in Connected Text, T69 Self-Selected Reading, T73
Phonemic Awareness Phonics
Phoneme Categorization, T66 Structural Analysis Build Words with Short a, i, T76
Phoneme Blending, T66 Plural Nouns with -s, -es, T70
Phoneme Segmentation, T67
High-Frequency Words/
Vocabulary
Review Words, T71

T4 UNIT 1 WEEK 1
 Go CUSTOMIZE YOUR OWN
Digital LESSON PLANS
www.connected.mcgraw-hill.com
WEEK 1

DAY 3 DAY 4 DAY 5

Word Work T44–T45 Word Work T51 Word Work T58–T59
• Phonemic Awareness: Phoneme • Phonemic Awareness: Phoneme Categorization • Phonemic Awareness
Segmentation Vocabulary Strategy Review: Inflectional • Phonics/Spelling: Short a, i
• Phonics/Spelling: Words with • Structural Analysis:
Literature Endings, T53
Short a, i Plural Nouns with -s, -es
Anthology Close Reading “Crayons,” T53A–T53B
Fluency T46 • High-Frequency Words
• Vocabulary
• Expression
Integrate Ideas, Text
• High-Frequency Words
Connections T62–T63 63
Close Reading Help!,
T47A–T47L

Oral Vocabulary “The New Kid,” T42 Oral Language T50 Integrate Ideas T62–T63
Comprehension Maintain Skill: Key Details, Word Work T51–T52 • Research and Inquiry
T43 • Speaking and Listening
• Phonics/Spelling: Words with Short a, i
Vocabulary Reinforce Vocabulary, T47 • High-Frequency Words
• Structural Analysis: Plural Nouns with -s, -es
Word Work T45
Fluency T53
• Structural Analysis: Plural Nouns with -s, -es
• Expression
Integrate Ideas Research and Inquiry, T56–T57

Grammar Mechanics: Capitalization and Write About Two Texts T54 Write About Two Texts T60
Punctuation, T49 Grammar Mechanics: Capitalization and Grammar Sentences, T61
Punctuation, T55
Grammar Sentences, T49 Grammar Sentences, T55 Grammar Mechanics: Capitalization and
Write About the Text T48 Punctuation, T61

Writings Writing Process: Narrative Friendly Letter, T480–T485 Use with Weeks 1–3
Proces

BEYOND LEVEL ENGLISH LANGUAGE LEARNERS

Vocabulary Leveled Reader Shared Read Vocabulary
Review Words, T76 Class Pets, T78–T79 Little Flap Learns to Fly, Preteach Vocabulary, T86
“What Friends Do,” T79
9 T82–T83
Review Vocabulary, T86
Comprehension Literature Circles, T79 Leveled Reader
Review Key Details, T77 Inflectional Endings, T87
Vocabulary The Quest, T84–T85 Additional Vocabulary, T87
Self-Selected Reading, T77
Review Domain Specific Words, T80 “It Takes a Friend,” T85
Inflectional Endings, T80 Literature Circles, T85 Writing/Spelling
Writing Trait: Ideas, T88
Comprehension
Review Key Details, T81 Gifted and Words with Short a, i, T88
Talented
Self-Selected Reading, T81
Grammar
Sentences, T89

SUGGESTED LESSON PLAN T5

 DIFFERENTIATE TO ACCELERATE
A C T Scaffold to Access Complex Text
QQ
t
ivivee uuaannt
IF If the text complexity of a particular selection is too difficult for children ltit
aat tiitta
uaali attiv
ivee
QQu
Reader and Task
use the Access Complex Text prompts to scaffold instruction.

Reprinted with the permission of Simon Spotlight, an imprint of Simon & Schuster Children’s Publishing Division from HENRY AND MUDGE: The First Book by Cynthia Rylant, illustrated by Sucie Stevenson. Illustrations copyright © 1987 Sucie Stevenson.
THEN TEXT COMPLEXITY

Reading/Writing Literature Anthology Leveled Readers Classroom Library

Workshop

ng
in el ELL
Approach On Lev
ve d
ond
yo
Bey

“Little Flap Learns Help! A Story of Friendship Approaching Level On Level Fox and His Friends
to Fly”
Quantitative

Lexile 410 Lexile 230 Lexile 340 Lexile 200

Lexile 390 TextEvaluator™ 20 TextEvaluator™ 5 TextEvaluator™ 13 TextEvaluator™ 6
TextEvaluator™ 16
Poetry Beyond Level ELL Henry and Mudge: Their
Lexile N/A Lexile 500 Lexile 300 First Book of Adventures
TextEvaluator™ N/A TextEvaluator™ 21 TextEvaluator™ 5 Lexile 460
TextEvaluator™ 3

What Makes the What Makes the Text What Makes the Text Complex? What Makes the Text
Text Complex? Complex? • Specific Vocabulary Complex?
• Genre Fantasy, T19, T35 • Genre Fantasy, T47B • Sentence Structure • Genre
• Connection of • Connection of Ideas • Specific Vocabulary
See Scaffolded Ideas Characters’ Actions, • Genre • Prior Knowledge
Qualitative

Instruction in Teacher’s T47B, T47D; Inferences, T47H • Sentence Structure

Edition T19 and T35. • Purpose Rhyming Poem, T53B See Level Up lessons online for Leveled Readers. • Organization
• Purpose
See Scaffolded Instruction • Connection of Ideas
in Teacher’s Edition T47B,T47D,
T47H, T53B.
See Scaffolded
Instruction in Teacher’s
Edition T496–T497.

The Introduce the The Introduce the Concept The Introduce the Concept lesson on pages The Introduce the Concept
Concept lesson on lesson on pages T8–T9 will T8–T9 will help determine the reader’s lesson on pages T8–T9
pages T8–T9 will help determine the reader’s knowledge and engagement in the weekly will help determine the
Reader and Task

help determine the knowledge and engagement concept. See pages T64–T65, T74–T75, reader’s knowledge and
reader’s knowledge in the weekly concept. T78–T79, T84–T85, T56–T57, and T62-T63 for engagement in the weekly
and engagement in the See pages T47A–T47L, questions and tasks for this text. concept. See pages
weekly concept. See T53A–T53B, T56–T57, and T496–T497 for questions
pages T18–T21, T30– T62–T63 for questions and and tasks for this text.
T37, T56–T57 and T62– tasks for this text.
T63 for questions and
tasks for this text.

T6 UNIT 1 WEEK 1 GoDigital! http://connected.mcgraw-hill.com

 WEEK 1
Monitor and Differentiate with Leveled Readers
children can read their leveled text
Quick Check
Q IF fluently and answer comprehension
questions
To differentiate instruction use the Quick
Checks to assess students’ needs and select the
assign the next level up to accelerate
appropriate small group instruction focus. THEN
children reading with more complex text.

Comprehension Strategy Visualize, T30 T79

Comprehension Skills Key Details, T32–T33
Genre Fantasy, T35
Vocabulary Strategy Inflectional Endings, T36
Phonics/Fluency Short a, Short i, Expression, Beyon
nd
T46, T53
T75
If No Approaching Level Reteach T64–T73

ELL Develop T82–T89

If Yes On Level Review T74–T77

Beyond Level Extend T78–T83

L vel
On Le

Using Weekly Data

Check your data Dashboard to ing
Approach ELL
verify assessment results and guide T65 T85
grouping decisions.

ENGLISH LANGUAGE LEARNERS

Small Group Instruction
S Additional ELL Support
Use the ELL small group lessons in the Wonders Use Wonders for English Learners for ELD
Teacher’s Edition to provide focused instruction. instruction that connects to the core.
Language Development Language Development
Vocabulary preteaching and review, additional vocabulary Ample opportunities for discussions, and
building, and vocabulary strategy lessons, pp. T86–T87 scaffolded language support
Close Reading Close Reading
Interactive Question-Response routines for scaffolded Companion Worktexts for guided support
Wonders for ELs
text-dependent questioning for reading and rereading the in annotating text and citing text evidence. Teacher Edition
Shared Read and Leveled Reader, pp. T82–T85 Differentiated Texts about the weekly concept. and Companion
Worktexts
Writing Writing
Focus on the weekly writing trait, grammar skills, and Scaffolded instruction for writing to sources
spelling words, pp. T88–T89 and revising student models

DIFFERENTIATE TO ACCELERATE T7
WHOLE GROUP

DAY 1 Visual
depend
action
afraid
a b c
Word-Building
Cards Think Aloud
Vocabulary Cards
Clouds
afraid peered Interactive
actions perfectly Read-Aloud
Reading/Writing depend rescue Cards ball
for
Workshop nervously secret ball Sound-
Spelling
High-Frequency Cards
Word Cards

Introduce the Concept

LESSO
INI N
M

5
5
Mins
Mins
Build Background
ESSENTIAL QUESTION Go
How do friends depend on each other? Digital
With children, read the Essential Question on page 18 of the Reading/
Writing Workshop. Have children think about friendships they have.
Lead them to discuss how friends depend on one another and how
Reading/Writing their actions can demonstrate friendship.
Workshop
With children, discuss the photo of the friends. Focus on the actions
friends take and how friends depend on each other. Friends Help
OBJECTIVES Friends
Follow agreed-upon • Friends can teach each other what they know.
rules for discussions
(e.g., gaining the floor • Friends help each other do things. For example, the friends in the
in respectful ways, photograph can help each other read the map.
listening to others with
care, speaking one • Friends can help us feel better when we are upset. Video
at a time about the
topics and texts under
discussion). Talk About It
Build background Ask: How do friends depend on each other? What actions do friends
knowledge. take to help one another? Have children discuss in pairs or groups.
Photos
• Model using the Concept Web to talk about how friends depend on
ACADEMIC one another and how our actions can show friendship.
LANGUAGE
• depend, actions
• cognates: depender, Collaborative Conversations
acciones Graphic
Organizer
Take Turns Talking As children engage in partner, small-group,
and whole-group discussions, encourage them to
• wait for a person to finish before they speak.
• quietly raise their hand when they want to speak.
Visual Glossary
• ask others to share their ideas and opinions.

T8 UNIT 1 WEEK 1
 DAY 1 • W E E K 1

READING/WRITING WORKSHOP, pp. 18–19

GRAPHIC ORGANIZER
ENGLISH LANGUAGE LEARNERS
SCAFFOLD
Beginning Intermediate Advanced/High
Use Visuals Point to the Describe Have children Discuss Ask: What are
two girls. These children describe what the the friends doing? Why
are friends. Point to the friends are doing. Ask: do you think they are
map. They are using a Where are the friends? looking at the map? How
map. They help each What are they looking at? can they help each other?
other. The friends depend How can they help each Encourage children to
on each other for help. other use the map? How use the concept words
Have children repeat do you think they depend depend and actions in
after you. on each other? Elaborate their responses. Restate
on children’s answers. responses in order to
develop children’s oral
language proficiency.

INTRODUCE THE CONCEPT T9

WHOLE GROUP

DAY 1
Build the Concept
LESSO
INI N
M

5
Mins Oral Language
OBJECTIVES
ESSENTIAL QUESTION Go
Ask and answer
questions about
Remind children that this week you’ll be talking and reading about the
actions of friends and how friends depend on one another.
Digital
what a speaker
says to clarify
comprehension, Oral Vocabulary Words
gather additional
information,
Use the Define/Example/Ask routine to introduce the Oral Vocabulary
or deepen words below. Prompt children to use the words as they discuss
understanding of a friendship.
topic or issue. The New Kid

• Develop oral
language. Oral Vocabulary Routine
• Discuss the
Define: When something is awkward, it causes problems or is embarrassing.
Essential Question.
Example: Marco isn’t a very good dancer because his moves are awkward.
Visualize
Ask: What makes you feel awkward?
ACADEMIC
LANGUAGE
Define: When something is outrageous, it is very shocking.
visualize, characters
Example: Nancy did an outrageous dive that shocked the rest of the swim
team.
Ask: What is something outrageous that you have seen?

Define: Panic is the sudden bad feeling you get when you are frightened.
Example: I feel panic when the dog next door chases my cats.
Ask: Do you ever feel panic? Finish this sentence: Sometimes I feel panic
when .

Define: Relief is being freed from discomfort or pain.

Example: Jason felt relief when the storm was over.
Ask: Have you ever felt relief after finding something you lost? Describe.

Define: Squawked means made loud, harsh sounds.

Example: The large parrot squawked as it flew from a branch in the rain
forest.
Ask: If a parrot squawked, would it sound loud or soft?

T10 UNIT 1 WEEK 1

 DAY 1 • W E E K 1

Listening
Comprehension
LESSO
INI N
M

10
Mins Interactive Read Aloud
Read “The New Kid”
Tell children that you will be
reading a fictional story about a
girl who has moved and will go to a
new school. Display the Interactive
Read-Aloud Cards.

Strategy: Visualize
Interactive Read-Aloud Cards
1 Model Explain to children that
as they read they should pay attention to the illustrations and the
words the author uses. Doing so will help them make a picture in
their minds of what they read.
Think Aloud You can use the illustrations and the words the
author uses to form a picture in your mind of what is happening in
the story. This will help you understand what you read. Today, as
we read “The New Kid,” use the illustrations and words to help you
picture the characters and what they are doing.

2 Apply As you read, use the Think Aloud Cloud to model the
strategy. Encourage children to visualize the characters and what
happens to them.
Think Aloud Remember, you can use words and illustrations
to visualize, or make a picture in your mind, of the story. At the
beginning of the story, I read about a new girl in town, her parrot,
and her next door neighbor. They were sitting on a porch. The
picture showed me that the girls were actually girl animals! They
look like tigers or jaguars!
ENGLISH LANGUAGE
Make Connections LEARNERS
After reading, have children share what they learned about friends Non-Verbal Cues Remind children
and how friends depend on each other. Then have them tell what that they can use non-verbal cues
to share information when they
they visualized and how it helped them to understand the story.
are not able to do so verbally.
Encourage children to pantomime
or draw.

BUILD THE CONCEPT T11

 WHOLE GROUP

DAY 1 Build Fluency: Sound-Spellings

Word Work Display the Word-Building Cards

a, i, b, c, d, f, g, h, j, k, ck, l, m, n, p,
q, r, s, t, v, w, x, y, z. Have children
say each sound.

LESSO
INI N
M

5
Mins Phonemic Awareness
OBJECTIVE Phoneme Blending Go
Know and apply
grade-level phonics
1 Model Introduce /a/ and /i/. Tell children they will be blending Digital
and word analysis words with /a/ and /i/. Place markers on the Response Board to
skills in decoding represent sounds. Show children how to orally blend phonemes. I’m
words.
going to put one marker in each box as I say each sound. Then I will
blend the sounds to form a word. Place a marker for each sound you
• Blend phonemes.
say: /s/ /a/ /t/. This word has three sounds: /s/ /a/ /t/. Listen as I
• Apply phonics
when decoding blend these sounds to form a word: /sssaaat/, sat. Repeat with fix. Phonemic
words with short a Awareness
and short i. 2 Guided Practice/Practice Let’s do some together. Using your own
boards, place a marker for each sound you hear. I will say one sound
at a time. Then we will blend the sounds to say the word. Do the first
three with children.
apple

had lip sad

Phonics
man win big
mix can tag
kid hip map

LESSO
INI N
M

10
Mins Phonics
Sound-Spelling Card
Introduce Short a and Short i
1 Model Display the Apple Sound-Spelling Card. Teach /a/ spelled a
using mat. This is the Apple Sound-Spelling Card. The sound is /a/.
SKILLS TRACE
The /a/ sound is spelled with the letter a. Say it with me: /aaa/.
SHORT A AND I This is the sound at the beginning of the word apple. Listen: /aaap
e
Introduce Unit 1 Week 1 l/, apple. Model writing the letter a. Repeat with the Insect Sound-
Day 1 Spelling Card and the word sit for /i/ spelled i.
Review Unit 1 Week 1
Day 2, Day 3, Day 4 2 Guided Practice/Practice Have children practice connecting the
Assess Unit 1 letter a to the sound /a/ by writing it. Now do it with me. Say /a/ as
I write the letter a. This time, write the letter a five times as you say
the /a/ sound. Repeat for /i/, i.

T12 UNIT 1 WEEK 1

 DAY 1 • W E E K 1

Blend Words with Short a and i

1 Model Display Word-Building Cards t, a, p. Model how to blend ENGLISH LANGUAGE
the sounds. This is the letter t. It stands for /t/. This is the letter a.
LEARNERS
It stands for /a/. The letter p stands for /p/. Listen as I blend these Phonemic Awareness: Minimal
Contrasts Focus on articulation.
sounds together: /taaap/. Say it with me. Repeat with the word kid.
Say /a/. Note your tongue and
Continue by modeling the words rap, sip, bag, and bin. mouth position. Have children
repeat. Use the articulation photos.
Repeat for /i/. Have children repeat
2 Guided Practice/Practice Display the Day 1 Phonics Practice
both sounds after you, and notice
Activity. Read each word in the first row, blending the sounds, for any differences. Continue with sap/
example, /kaaat/. The word is cat. Have children blend each word sip, big/bag, him/ham.
with you. Prompt children to read the connected text, sounding out Phonics In some languages,
the decodable words. including Cantonese, Vietnamese,
and Khmer, there is no direct
transfer for /a/ as in cat or /i/
as in kid. Emphasize /a/ and
cat kid can his big
/i/, demonstrating the correct
mouth position. Practice with the
map pad lid rib cab Approaching Level phonics page.

did fin had tab pass

hip win did rat pan

It is a fat cat.

Max is big like Tim.

Pam can mix in a big pan. Also online

Phonics Practice
ON-LEVEL PRACTICE BOOK p. 2

Corrective Feedback
Sound Error Model the sound that children missed; then have
them repeat the sound. Say: My turn. Tap under the letter and
say: Sound? /i/. What’s the sound? Return to the beginning of
the word. Say: Let’s start over. Blend the word with children again.

APPROACHING BEYOND ELL

p. 2 p. 2 p. 2

WORD WORK T13

WHOLE GROUP

DAY 1 High-Frequency Words: Read, Spell,

Word Work and Write to review the Start Smart

high-frequency words: are, the, you,
to, like, said, and, of, on, some, play,
where, they, this, do, has, me, was,
my, go.

LESSO
INI N
M

5
Mins Spelling
OBJECTIVES Words with Short a and Short i Go
Demonstrate
command of the
Dictation Use the spelling dictation routine to help children transfer
Digital
conventions of their growing knowledge of sound-spellings to writing. Follow the
standard English Dictation Routine.
capitalization,
punctuation, and Pretest After dictation, pronounce each spelling word. Read the
spelling when sentence and pronounce the word again. Ask children to say each word
writing.
softly, stretching the sounds, before writing it. After the pretest, display
Generalize learned Spelling Word
the spelling words and write each word as you say the letter names.
spelling patterns Routine
when writing words Have children check their words.
(e.g., cage badge;
boy boil).
has Jim has a pet cat.
Spell words with
short a and short i. wag See the dog wag its tail.
bad Pam has a bad cut on her leg. High-
Frequency
six Ben is six today! Word Routine
will Will you play with me?
sat Kim sat with me at lunch.
had I had some books in my bag.
fix Dad can fix my bike.
him I like him a lot.
if What can we do if it rains?
ENGLISH LANGUAGE
LEARNERS can Can you walk the dog?
Spelling Practice
hit Joe hit a home run!
spelling by having why Why did the cat climb the tree?
children generate for What will you have for lunch?
more words with
short a and i. Provide help Please help me put my toys away.
clues: This is an animal For Approaching Level and Beyond Level children, refer to the
that says meow. (cat)
Differentiated Spelling Lists for modified word lists.
Write the word and
have children practice
reading it. Correct
pronunciation as
needed.

T14 UNIT 1 WEEK 1

 DAY 1 • W E E K 1

LESSO
INI N
M

5
Mins High-Frequency Words
blue, even, yellow, help, put, for, ball,
there, both, why
1 Model Display the High-Frequency Word Cards blue, even, yellow,
help, put, for, ball, there, both, and why. Use the Read/Spell/Write
routine to teach each word.
• Read Point to and say the word blue. This is the word blue. Say it
with me: blue. The sky is blue.
• Spell The word blue is spelled b-l-u-e. Spell it with me.
• Write Let’s write the word in the air as we say each letter:
b-l-u-e.
• Follow the same steps to introduce even, yellow, help, put, for,
ball, there, both, and why.
• As children spell each word with you, point out the irregularities
in sound/spellings, such as the /u̇/ sound in put.
• Have partners write sentences using each word.

2 Guided Practice Have children read the sentences. Prompt them

to identify the high-frequency words in connected text and to
blend the decodable words.
1. It is in the blue bag.
2. I play even if I am sad.
Monitor and
3. Do you like yellow?
Differentiate
4. Help him to sit.
5. Put a cap on it. Q
Quick Check
6. The bib is for Max. Can children read and decode
7. I play ball. words with short a and i?
8. My hat is there on the mat. Can children recognize and read
high-frequency words?
9. Both kids like ham.
10. Why did you go?

Small Group Instruction

If No Approaching Reteach pp. T66-T71

ELL Develop pp. T82-T89
If Yes On Level Review pp. T76-T77
Beyond Level Extend pp. T80-T81

WORD WORK T15

WHOLE GROUP

DAY 1
Vocabulary
LESSO
INI N
M

10
5
Mins
Mins
Words in Context
Visual Vocabulary Cards

Model the Routine Go

Introduce each vocabulary word Vocabulary
bulary Routine Digital
using the Vocabulary Routine found Define:

on the Visual Vocabulary Cards. e:

Example:

Ask:
Reading/Writing
Workshop
Vocabulary Routine
OBJECTIVES
Define: Actions are things someone or something does. Visual Glossary
Demonstrate
understanding of Example: The girl’s actions helped her team win the soccer game.
word relationships
Ask: What actions might help you do well in school?
and nuances in word
meanings. Cognate: acciones
Identify real-life
connections between
words and their use
(e.g., describe foods Definitions
that are spicy or
juicy). • afraid When you are afraid, you are scared of something.
• depend When you depend on someone, you need or count
on them.
ACADEMIC
LANGUAGE • nervously When I act nervously, I act in a fearful or restless way.
• depend, actions
• peered Peered means looked hard or looked closely at
• cognates: something.
depender, acciones
• perfectly When something is perfectly wonderful, it is wonderful
in the best possible way.
• rescue When you rescue something, you save it from danger.
• secret A secret is something that is private or not known by
many people.

Talk About It
Have children work with a partner and look at each picture and
discuss the definition of each word. Then ask children to choose
three words and write questions for their partner to answer.

T16 UNIT 1 WEEK 1

 DAY 1 • W E E K 1

READING/WRITING WORKSHOP, pp. 20–21

ON-LEVEL PRACTICE BOOK p. 1

ENGLISH LANGUAGE LEARNERS

SCAFFOLD
Beginning Intermediate Advanced/High
Use Visuals Say: Let’s Describe Have children Discuss Ask children to
look at the picture for talk about the picture talk about why a
peered. The cat is looking for peered. Ask: Why do person might peer in
through a hole. The you think the cat peered both directions before
cat is peering. Looked through the hole? Ask crossing a street. Then
is another word for children to turn to a have them share their
peered. Hold up a book partner and describe ideas with the rest of the
in front of your face. why a cat might be class.
Ask: What am I doing looking for something.
now? Elaborate on their
answers.

APPROACHING BEYOND ELL

p. 1 p. 1 p. 1

VOCABULARY T17
WHOLE GROUP

DAY 1 CLOS E RE A DI N G Read

E REA
OS

CL
Comprehension

DING
LESSO
INI N
M

10
5
Mins
Mins
Shared Read Lexile 390 TextEvaluator™ 16

Connect to Concept Go
Friends Help Friends
Digital
Explain to children that “Little Flap Learns to Fly” will show them how
friends depend on one another. They will learn how the actions of Little
Reading/Writing Flap’s friends help him learn to fly.
Workshop
After reading each page, have partners discuss what they have learned
OBJECTIVES about friendship.
Little Flap
Read with sufficient Learns to Fly
accuracy and
fluency to support Use Vocabulary Words in Context
comprehension. actions afraid depend nervously

Read on-level text

peered perfectly rescue secret
with purpose and The highlighted words in the text are the vocabulary words children
understanding.
have learned. As you read, have them discuss the words’ meanings.

Identify meanings
of words used in Close Reading Routine
context.
Read DOK 1–2

• Identify key ideas and details about how

ACADEMIC
friends can help other friends.
LANGUAGE
• Take notes and summarize.
• details, fantasy
Cognates: fantasía • Use A C T prompts as needed.

Reread DOK 2–3

• Analyze the text, craft and structure.

• Use the Reread Minilesson.

Integrate DOK 4
See pages T82–T85
for Interactive • Integrate knowledge and ideas.
Question Response • Make text-text connections.
routine for the
• Use the Integrate lesson.
Shared Read.

T18 UNIT 1 WEEK 1

 DAY 1 • W E E K 1

READING/WRITING WORKSHOP, pp. 22–23

Read A C T Access Complex Text

Close Reading Genre

Note Taking Read page 23 together. Model how to take Explain that “Little Flap Learns to Fly” tells a
notes. I will think about the Essential Question as I read story about a baby bird who learns to fly. Tell
and note key ideas and details. As you continue to read, children that this story is fantasy because it
encourage children to write down questions they have and has events that could not really happen. Use
words they don’t understand. the story to lead children to understand that
fantasy is imaginary.
Paragraph 1: Reread the first paragraph of “Little Flap
Learns to Fly.” Ask: Why was Little Flap happy living in his • Explain that in fantasy stories, authors can
nest? I read that Little Flap’s friends, Fluff and Tuff, live create animal characters that behave like
in the nest next to his. They sing songs together. And the humans. For example, animals may be able
birds’ parents bring them worms to eat. This is why Little to talk or have the same feelings as humans.
Flap was happy. • After children read page 23, ask: What
“Little Flap Learns to Fly”: Reread page 23. Ask: Fluff and happens on this page that could not happen
Tuff have an idea. What do they want to do? I read that in real life? (Birds talk to each other.)
Fluff and Tuff want to get worms on their own. They want
to learn to fly.
COMPREHENSION T19
WHOLE GROUP

DAY 1

Read READING/WRITING WORKSHOP, pp. 24–25

Shared Read Page 25: After rereading page 25, ask: Why does
Little Flap decide to try to fly? How does he feel
now? I read that Fluff and Tuff tell Little Flap that
Close Reading they will save him if he falls. This is why he decides
to try to fly. He feels braver with his friends.
Paragraph 1: Reread the first paragraph on page
24. Tell children that you are going to take a closer
look at the first paragraph. Ask: How does Little
Flap feel about flying? Why does he feel that
way? Model how to cite text evidence to answer
the questions. I read that Little Flap peered over
the edge of his nest. The ground seemed very far
away. That’s why he felt scared.

T20 UNIT 1 WEEK 1

 DAY 1 • W E E K 1

READING/WRITING WORKSHOP,, pp. 26–27

27

Make Connections ENGLISH LANGUAGE LEARNERS

Essential Question Have children go back to the
Clarify the Meaning Make sure ELs understand the
text for evidence as they describe how Little Flap words that describe Little Flap’s changing feelings
was able to succeed with the help of his friends. throughout the story. Read aloud the sentence containing
Use these sentence frames to focus discussion: the word happy on page 23. Smile to demonstrate being
happy. Have children look at the illustration of Little Flap
I read that Little Flap and his friends and say “happy” as they point to the illustration of Little
counted . . . Flap. Then have them complete the sentence frame: When
I am happy I . (smile) Ask: Why is Little Flap happy?
After Little Flap landed . . .
Repeat the procedure with scared on page 24, and
uneasy and braver on page 25.

SHARED READ T21

WHOLE GROUP

DAY 1 Language Arts

L ES S O
INI N
M

10
Mins
Write to Sources
Build Writing Fluency Go
Write to a Prompt Provide children with the prompt: How would you Digital
describe Little Flap? Have children share their ideas about how to
Reading/Writing
describe Little Flap. When children finish sharing ideas, have them write
Workshop continuously for five minutes in their Writer’s Notebook. If children stop
writing, encourage them to continue.
OBJECTIVES
With guidance and
support form adults When children finish writing, have them work with a partner to Writing Lines
and peers, focus on a compare their descriptions of Little Flap. Partners should make sure that
topic and strengthen they both have a clear understanding of the topic.
writing as needed
by revising and
editing.
Produce, expand and
rearrange complete Writer’s
simple and compound Workspace
sentences.

ACADEMIC
LANGUAGE
• ideas, event,
supporting details,
descriptive details Writinsgs Genre Writing Grammar
P ro ce

Narrative Writing: Friendly Letter, pp. T480–T481

N
First Week Focus: Over the course of the week, focus on the
Teacher Conference
STEP 1
following stages of the writing process:
Talk about the
strengths of the writing. Expert Model Analyze with children the features of friendly
STEP 2 Focus on the letters and discuss the Expert Model found online at Writer’s
target topic.
Workspace.
STEP 3Make concrete
suggestions for revisions. Prewrite Discuss the purpose for writing friendly letters and
analyze their audience. Teach the Ideas Minilesson. Walk children
Peer Conferences
through the Model Graphic Organizer on page 3 found online
Provide these questions
to guide peers as they at Writer’s Workspace. Then have partners brainstorm ideas for
review a partner’s draft. friendly letters and complete the Graphic Organizer on page 4.
Is the writing
clear and easy to
understand?
What words create a
picture in your mind?
What details could be
added?

T22 UNIT 1 WEEK 1

 DAY 1 • W E E K 1
LES S O
INI N
M

5
Mins
Grammar GRAMMAR PRACTICE BOOK p. 1

Sentences
1 Explain/Model Explain that a sentence is a group of words that tells
a complete thought or idea. Explain that all sentences begin with a
capital letter and end with an end mark. Lead children to understand
that sentences that tell about something are called statements. They
end with a period.
The dog chased the ball.
Steve unwraps his gift.
Model identifying the first sentence/statement.

Think Aloud Does this group of words tell a complete thought?

(Yes.The dog chased the ball.) How does the sentence begin? (with a
capital letter) The sentence tells something. It is a statement. How does
it end? (with a period)
Repeat with the second sentence.

2 Guided Practice/Practice Display the groups of words below and read

them aloud. Guide children to identify the first group as a sentence/
statement. Ask: Does it tell a complete thought? Does it begin with a
capital letter? Does it tell something? Does it end with a period?
Randy runs to first base.
Across the field

Talk About It
Use Statements Ask partners to create statements about
friends. Have one partner tell who or what the statement is
about. Have the other partner tell what happens or happened
in the statement.

• Review the Essential Question and

encourage children to discuss using
the new concept and oral vocabulary
words. Ask: What friends did we learn
about? How did Little Flap depend on
his friends? How did their actions help
Little Flap?
• Prompt children to share what skills
they learned. How might they use
those skills?

LANGUAGE ARTS T23

WHOLE GROUP

DAY 2 behavior
behavior
afraid

Visual
a b c
Word-Building
behavior
behavior
ball

Cards High-Frequency
Vocabulary Cards Word Cards
afraid peered Interactive
actions perfectly Read-Aloud
Reading/Writing depend rescue Cards behavior
behavior
bad
Workshop nervously secret Sound-
Spelling
Spelling Word Cards
Cards

Build the Concept

LESSO
INI N
M

5
Mins Oral Language
Go
OBJECTIVES
Recount or describe
ESSENTIAL QUESTION
Remind children that this week you’ll be talking and reading about how
Digital
key ideas or details
from a text read
friends help one another and depend on each other. Remind children of
aloud or information Lucy and Jade in the “The New Kid” and of Little Flap and his friends in
presented orally or “Little Flap Learns to Fly.” Guide children to talk about the question using
through other media.
information from what they have read and talked about on Day 1.

• Develop oral Review Oral Vocabulary The New Kid

language.
Review the oral vocabulary words awkward, outrageous, panic, relief,
• Discuss the Essential
and squawked using the Define/Example/Ask routine. Encourage
Question.
children to discuss with friends how they depend upon each other when
• Retell story events.
coming up with examples of each word.
Retell Routine
ACADEMIC
LANGUAGE
visualize, retell

T24 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

Listening
Comprehension
LESSO
INI N
M

5
Mins
Interactive Read Aloud
Reread “The New Kid”
Tell children you will reread “The
New Kid.” Display the Interactive
Read Aloud Cards.

Strategy: Visualize
Remind children that they can use
words and illustrations from the
story to visualize what is happening
Interactive Read-Aloud Cards
in the story. This can help them
understand the characters and events. As we reread “The New Kid,”
look for words and details in the illustrations that can help you picture
what is happening in the story. I can use the words a look of panic to
help me imagine what Lucy looks like when Mr. Walker calls on her.
Read aloud “The New Kid.” Pause to model using the strategy. Prompt
children to form pictures in their mind. Guide children to identify words
that can help them visualize the characters and events.

Model Retelling
Pause to retell part of the selection. I can put the information from the
text and illustrations in my own words. Here’s what I’ve read so far.
Lucy was new in town. Jade, Lucy’s neighbor, came over to visit. Jade
told Lucy that they were going to be in the same class. ENGLISH LANGUAGE
Explain that when children retell a story, they should tell the important LEARNERS
details in the beginning, middle, and end in the correct order. Retell Guide children to retell
the selection by using a question
prompt for each card. For example:
Retell the Selection When Jade visits Lucy, why does
After reading, guide children to retell the entire selection. Remind Lucy feel shy? What does Jade tell
them to tell the important details in the correct order. You may wish to Lucy about school? Provide sentence
starters for children to complete
let children use the illustrations on the Interactive Read-Aloud Cards to orally. Lucy feels shy because .
help them retell the selection. Jade tells Lucy that .

BUILD THE CONCEPT T25

WHOLE GROUP

DAY 2 Build Fluency: Sound Spellings

Word Work Display the Word-Building Cards

a, i, b, c, d, f, g, h, j, k, ck, l, m, n, p,
q, r, s, t, v, w, x, y, z. Have children
say each sound.

LESSO
INI N
M

5
Mins Phonemic Awareness
OBJECTIVES Phoneme Categorization Go
Know and apply
grade-level phonics
1 Model Show children how to categorize medial phonemes. I will say Digital
and word analysis three words. Listen for the word that does not belong: tap, fin, rag.
skills in decoding The words tap and rag have the /a/ sound in the middle. The word
words.
fin does not have the /a/ sound. The word fin does not belong.
• Categorize Continue modeling phoneme categorization with the following word
phonemes in new sets for /a/ and /i/.
words. Phonemic
sad/rim/pit did/hat/rig sit/fib/rap Awareness
• Blend and build
words with short a
and short i. 2 Guided Practice/Practice Have children practice categorizing
phonemes. Do the first one with them. I will say three words. Listen
for the words with the same middle sound. Tell me which word does
ACADEMIC
LANGUAGE not belong and why: win, cap, him. The words win and him have the
blend, build same middle sound /i/. The middle sound in cap is /a/, so cap does Phonics
not belong in this group.
Have children repeat with the following words:
hip/man/kid can/lab/sit pad/rib/mix dip/sag/fan

INI
LESSO
N
Structural
M Analysis
5
Mins Phonics
Review Short a and Short i
Sound-Spelling Card
1 Model Display the Insect Sound-Spelling Card.
Review the sound /i/ spelled i using the words pin and fix. Display
the Apple Sound-Spelling Card. Review the sound /a/ spelled a using
the words fan and pat. Review connecting the letters a and i to their
sounds.

2 Guided Practice/Practice Have children practice connecting the

letter and sound. Point to the Sound-Spelling Card. What is this
letter? What sound does it stand for?

T26 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

Blend Words with Short a and Short i

1 Model Display Word-Building Cards t, i, n to form the word tin. ENGLISH LANGUAGE
Model how to generate and blend the sounds to say the word. This LEARNERS
is the letter t. It stands for /t/. This is the letter i. It stands for /i/. Phonics: Build Vocabulary
Review the meanings of example
This is the letter n. It stands for /n/. Listen as I blend these sounds
words that can be explained or
together: demonstrated in a concrete way.
/tiiinnn/. Say it with me: tin. For example, hold up a bag and
say, This is a bag. Then pick up a
• Continue by modeling the words pat, dip, rag, and fit.
second bag and say, These are two
2 Guided Practice/Practice Repeat the routine with children with bags. Have children repeat after
you. Repeat this exercise with
tap, fix, mat, bit, had, fig, sap, tan, bat, lit, gill, ban, rat, mitt, fat,
other example words, prompting
sag, hat. children to fill in the noun and
plural noun.

Build Words with Short a and Short i

1 Model Display the Word-Building Cards f, i, t. Blend: /f/ /i/ /t/
/fffiiit/, fit.
• Replace f with h and repeat with hit.
• Change i to a and repeat with hat.

2 Guided Practice/Practice Continue with sat, sit, sip, sap, tap, tan,
pan, pin, bin, ban, man, map, lap, lip, tip. Guide children to build
and blend each word.

LESSO
INI N
M

5
Mins Structural Analysis
ON-LEVEL PRACTICE BOOK p. 2
Plural Nouns with -s, -es
1 Model Write and read aloud cat, cats and kid, kids. Underline the
s in both words. This is the ending -s. When -s is added to a noun,
it means there is more than one of that thing. It can sound like
/s/ in cats or /z/ in kids. Write pass and passes. This is the ending
-es. It also means more than one thing. Point out that the ending
-es is added to nouns that end with s, x, ch, sh. Provide example
sentences with cats, kids, and passes.
2 Guided Practice/Practice Make two columns on the board with
the headings -s and -es. Under -s write: bag, map, bin. Under -es
write: ax, kiss. Ask children to add the ending to each word and to
read the new word aloud. Then have them use it in a sentence.

APPROACHING BEYOND ELL

p. 2 p. 2 p. 2

WORD WORK T27

WHOLE GROUP

DAY 2 High-Frequency Words: Read, Spell,

Word Work and Write to review this week’s

high-frequency words: blue, even,
yellow, help, put, for, ball, there,
both, why.

LESSO
INI N
M

5
Mins Spelling
OBJECTIVES Word Sort with Short a and Short i Go
Demonstrate
command of the 1 Model Display the following Spelling Word Cards, one at a time. Digital
conventions of Have children read each word, listening for the short a or i sound.
standard English
capitalization,
Use cards for wag and fix to make a two-column chart. Say each
punctuation, and word, emphasizing the vowel sound. Say each word and ask children
spelling when to chorally spell each word.
writing.
Generalize learned 2 Guided Practice/Practice Have children place each Spelling Word Spelling Word
spelling patterns Sort
when writing words
Card in the column that matches the vowel sound in that word.
(e.g., cage badge; When completed, have children chorally read the words in each
boy boil).
column. Then call out a word. Have a child find the word card and
Determine or
point to it as the class chorally spells the word.
clarify the meaning
of unknown and
multiple-meaning 3 Build Fluency: Word Automaticity Have children chorally read High-
words and phrases words to build fluency, then conclude by asking children to generate Frequency
based on grade 2 Word Routine
reading and content,
additional words with /a/ or /i/. List them in the correct columns.
choosing flexibly
LESSO
from an array of INI N
M
strategies.
Use a known root
5
Mins High-Frequency Words
word as a clue to
the meaning of Visual
an unknown word
with the same root
blue, even, yellow, help, put, for, ball, Glossary

(e.g., addition,
additional).
there, both, why
1 Guided Practice Say each word and have children Read/Spell/Write
it. Ask children to picture the word, and write it the way they see it.
Display the answers for children to self-correct.

2 Practice Add the High-Frequency words blue, even, yellow, help, put,
for, ball, there, both, why to the cumulative word bank.
• Have partners create sentences using the words.

Cumulative Review Review the Start Smart high-frequency words

using the Read/Spell/Write routine.
Repeat the above routine, mixing the words and having children say
each one.

T28 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

Vocabulary
ENGLISH LANGUAGE
LEARNERS
More Practice Practice spelling
LESSO
INI N by helping children generate more
M

5
Mins Expand Vocabulary words with short a and short i.
Provide clues: I do this to something
that is broken. It rhymes with mix.
Write the word (fix) and have
Have children use the Visual Vocabulary Cards to review this week’s children practice reading it. Correct
vocabulary words: nervously, peered, afraid, rescue, perfectly, secret, their pronunciation, if needed.
depend, actions.

1 Explain Explain to children that words have different forms. Help

children generate different forms of this week’s words by adding
inflectional ending -s. Review that -s is added to a noun to mean
“more than one.”

2 Model Model how to write the word secret, then add -s to write
secrets. Read aloud the words with children. Point out how the
ending -s changes the meaning of secret to mean more than
one secret. Have children share aloud sentences using secret
and secrets.

3 Guided Practice Have children work in pairs to write the singular

form of the word actions. Then have children share sentences using
the words actions and action.
Monitor and
Differentiate

Quick
Q Check
Can children read and decode
words with short a and short i?
Can children recognize and read
high-frequency words?

Small Group Instruction

If No Approaching Reteach pp. T66-T71
ELL Develop pp. T82-T89
If Yes On Level Review pp. T76-T77
Beyond Level Extend pp. T80-T81

WORD WORK/VOCABULARY T29

WHOLE GROUP

DAY 2 OS
E REA

CL
Comprehension Strategy

DING
LESSO
INI N
M
5
5
Mins
Mins Visualize
Go
1 Explain
Explain to children that they can use the words of the story and
Digital
the illustrations to help them form pictures in their mind of
the important details in the story. This can help them to better
Reading/Writing understand what they are reading.
Workshop
• Children should look for words that describe characters, places,
OBJECTIVES and what is happening. They can use these words to form
Little Flap
Use information pictures in their mind of the story. Learns to Fly
gained from the
illustrations and • Children can also use the illustrations in the story to visualize
words in a print the characters and what the characters are doing or feeling.
or digital text
to demonstrate Point out that visualizing will also help children remember
understanding of important details about the story.
characters, setting,
or plot. Present the
Lesson
Read with sufficient 2 Model Close Reading: Text Evidence
accuracy and
Model how visualizing Little Flap’s nest and its distance from the
fluency to support
comprehension. ground can help children understand how Little Flap feels about
flying. Reread the first paragraph on page 24 of “Little Flap Learns
Read on-level text to Fly.” Have children identify words or phrases that help them
with purpose and visualize how far the nest is from the ground. Then have them tell
understanding.
how the picture helps them imagine how Little Flap feels.

3 Guided Practice of Close Reading

ACADEMIC
LANGUAGE Have children work in pairs to visualize where the birds landed.
visualize Lead them to discuss what words helped them to visualize where
the birds landed.

T30 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

ON-LEVEL PRACTICE BOOK pp. 3–5

APPROACHING BEYOND ELL

pp. 3–5 pp. 3–5 pp. 3–5

READING/WRITING WORKSHOP, p. 28

ENGLISH LANGUAGE LEARNERS Monitor and

SCAFFOLD Differentiate
Beginning Intermediate Advanced/High
Help children reread Have children reread Have children reread Quick
Q Check
page 25 of “Little Flap.” page 25 of “Little Flap.” page 25 of “Little Flap.”
Point out phrases children Ask: What does Fluff say Elicit from children Do children use story words to
can use to visualize and to Little Flap to help him why Fluff and Tuff’s
help them visualize events? Can
act out the story: “Let’s feel better about flying? friendship is important
practice flapping our (Fluff says that they will to Little Flap. Ask: How they describe what they visualize?
wings,” “Yes, we can save show Little Flap how to do your friends help you
you,” “Let’s try.” Act out fly and rescue him if he when you are afraid?
key words such as flapping falls) What does Tuff say? How do Little Flap’s
our wings, save you, try. (“Yes, we can save you!”) friends help him not to be Small Group Instruction
Explain that these words Pretend you are Little afraid? Restate children’s
can help us understand Flap. How do you feel responses in order If No Approaching Reteach pp. T64-T65
why Little Flap does not when your friends help to develop their oral
feel afraid to fly. Ask: Do you? Remind children to language proficiency. ELL Develop pp. T82-T83
Little Flap’s friends want visualize what they read. Remind children to If Yes On Level Review pp. T74-T75
to help him? Elaborate on visualize what they read. Beyond Level Extend pp. T78-T79
children’s responses.

COMPREHENSION STRATEGY T31

 WHOLE GROUP

DAY 2 OS
E REA

CL
Comprehension Skill

DING
LESSO
INI N
M
5
5
Mins
Mins Key Details
Go
1 Explain
Explain to children that in a fictional story, key details are details
Digital
that give important information about characters, settings, and
events.
Reading/Writing
Workshop • To decide if a detail is a key detail ask: Does this detail help
me understand what a character is doing? Does this detail give
OBJECTIVES me important information about what is happening? Does this
Little Flap
Ask and answer detail help me picture or understand characters or events? Learns to Fly
such questions as
who, what, where, • Key details can be found in both the text and the illustrations.
when, why, and The illustrations can provide details that are not found in the
how to demonstrate
text. Illustrations can also help children understand details that
understanding of
key details in a are in the text.
text.
Present the
Use information 2 Model Close Reading: Text Evidence Lesson
gained from the
illustrations and Model finding key details in the illustration on page 24 of “Little
words in a print Flap.” As they read, tell children to visualize how Little Flap and
or digital text
his friends feel about flying. Remind them that details can be Detail Detail Detail

to demonstrate
understanding of its found in the illustrations as well as the text.
characters, setting,
Write About Reading: Key Details Model for children how to
W
or plot. Graphic
write sentences that describe or explain key details in the story. For
w Organizer
example: I can see in the picture that Little Flap is looking nervously
ACADEMIC at the ground. That tells me that he is nervous about flying.
LANGUAGE
key details
3 Guided Practice of Close Reading
Remind children to complete the graphic organizer for “Little
Flap Learns to Fly.” Tell them to look for important details on
SKILLS TRACE each page of the selection. Discuss each page and illustration as
KEY DETAILS children complete the graphic organizer. You may wish to have
children work with partners.
Introduce Unit 1 Week 1
Write About Reading: Key Details Ask pairs to work together
W
Review Unit 1 Week 2;
Unit 2 Weeks 1, 2, 5; Unit tto write a few sentences about key details in the story. Remind
4 Week 5 children that key details are ones that help them understand the
Assess Units 1, 2 subject of the story, which is about Little Flap learning to fly.
Select pairs of children to share their sentences with the class.

T32 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

ON-LEVEL PRACTICE BOOK pp. 3–5

APPROACHING BEYOND ELL

pp. 3–5 pp. 3–5 pp. 3–5

READING/WRITING WORKSHOP, p. 29
Monitor and
Differentiate
ENGLISH LANGUAGE LEARNERS
SCAFFOLD Quick
Q Check

Beginning Intermediate Advanced/High As children complete the graphic

organizer, do they identify important
Model finding key details Direct children’s Have children describe details? Do they find these key
in the illustration on page attention to the what this selection is details in both the illustrations and
26 of “Little Flap.” Direct illustration on page 26. about. Then have them the text?
children to look at the Ask: What is Little Flap describe the key details
illustration and ask: Is doing? Who is with Little in the illustration on page
Little Flap flying? Are his Flap? How does Little 26. Ask: Why do you
friends with him? Do they Flap look in the picture? think Little Flap decided
seem to be making him Little Flap is flying to try to fly? Do you think Small Group Instruction
feel better about flying? because . Repeat he is still afraid? Explain
Allow children ample children’s responses, why or why not. Elicit If No Approaching Reteach pp. T72-T73
time to respond using this correcting grammar as more details to support
ELL Develop pp. T82-T85
sentence frame: Little needed. Remind children children’s answers.
Flap is . to look for key details as If Yes On Level Review pp. T76-T77
they read. Beyond Level Extend pp. T80-T81

COMPREHENSION SKILL T33

WHOLE GROUP

DAY 2 OS
E REA

CL
Genre: Literature

DING
LESSO
INI N
M

10
5
Mins
Mins
Fantasy
1 Explain Go
Share with students the following key characteristics of a fantasy Digital
story.
• A fantasy story is a made-up story.
Reading/Writing
Workshop
• Fantasy has characters and events that could not be real. For
example, a fantasy can have animals that talk to each other and
OBJECTIVES
behave in the same ways that people do.
Present the
Use information • Illustrations may be used to help readers visualize characters, Lesson
gained from the events, and settings that could not happen in real life.
illustrations and
words in a print
or digital text 2 Model Close Reading: Text Evidence
to demonstrate Model identifying the genre of “Little Flap Learns to Fly.” I can tell
understanding of its
characters, setting, or that this story is fantasy because things happen that do not happen in
plot. real life. For example, the birds in the story talk to each other. In real
life, birds do not talk to each other.
Recognize the
features of fantasy
Use Illustrations Have children look at the illustration on pages 22
literature. and 23. What does the illustration show that is like real life? What does
the illustration show that could not happen in real life? (The illustration
shows a tree and nests that are like trees and nests in real life. It also
ACADEMIC
LANGUAGE shows birds wearing clothing. This does not happen in real life.) How
• fantasy, characters does the illustration help you know that the story is a fantasy story?
• Cognates: fantasía (The illustration shows something that could not happen in real life.
Fantasy has imaginary characters and events that could not be real.)

3 Guided Practice
Have children work with partners to find two more examples from
“Little Flap Learns to Fly” that show that it is fantasy. Then have them
share their findings with the rest of the class.

T34 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

ON-LEVEL PRACTICE BOOK p. 7

APPROACHING BEYOND ELL

p. 7 p. 7 p. 7

READING/WRITING WORKSHOP, p. 30
Monitor and
Differentiate

Q
Quick Check
Are children able to identify the
fantasy elements in “Little Flap
A C T Access Complex Text Learns to Fly”? Can they tell what
is realistic and not realistic in the
Genre text and illustrations?
Remind children that when they read fantasy, they should make
sure they understand what parts of the story could and could not
happen in real life. Small Group Instruction
• Have children reread and look at the illustration on page 24.
If No Approaching Reteach pp. T64-T65
Real birds practice flapping their wings when they’re learning to
ELL Develop pp. T82-T85
fly. What on this page do real birds not do? (Real birds don’t talk.
If Yes On Level Review pp. T74-T75
They probably don’t help each other to learn to fly and they
don’t have friendships like people do.) Beyond Level Extend pp. T78-T79

GENRE T35
 WHOLE GROUP

DAY 2 OS
E REA

CL

DING
Vocabulary Strategy
LESSO
INI N
M

10
5
Mins
Mins Inflectional Endings
1 Explain
Go
Remind children that they can often figure out the meaning of an Digital
unknown word by looking at word parts.
• When they see an unknown word, children can look to see if it
Reading/Writing has an ending such as -s, -es, -ed, or -ing.
Workshop
• Children can separate the ending from the root word. Then they
OBJECTIVES should ask themselves if they know the meaning of that root
word. Present the
Determine or Lesson
clarify the meaning
of unknown and
• Children can use the meaning of the root word and its ending to
multiple-meaning figure out the meaning of the whole word.
words and phrases
based on grade 2 2 Model Close Reading: Text Evidence
reading and content,
choosing flexibly Model using inflectional endings and root words to figure out the
from an array of meaning of looked on page 24. Then repeat the process to find the
strategies.
meaning of friends on page 24.
Identify frequently
occurring root words I’m not sure what the word friends means on page 24. I see the ending
(e.g., look) and their -s, which means “more than one.” When I remove the ending I get
inflectional forms the root word friend, which means “someone you know well.” So, when
(e.g., looks, looked,
looking). the text says that Little Flap “was too afraid to tell his friends about his
fear,” friends must mean “more than one person you know well.”

ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE
word parts, root Have children work in pairs to figure out the meanings of friends and
word, ending counted in “Little Flap Learns to Fly.” Encourage partners to identify
the ending and the meaning of the root word to figure out the
meaning of each word.

SKILLS TRACE
INFLECTIONAL ENDINGS

Introduce Unit 1
Week 1
Review Unit 1 Weeks 1, 2,
3, 4, 5; Unit 2 Week 4
Assess Unit 1

T36 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

ON-LEVEL PRACTICE BOOK p. 8

APPROACHING BEYOND ELL

p. 8 p. 8 p. 8

READING/WRITING WORKSHOP, p. 31

Monitor and
Differentiate
ENGLISH LANGUAGE LEARNERS
Quick
Q Check
SCAFFOLD
Are children able to use
Beginning Intermediate Advanced/High
inflectional endings and root
Point out the words Point out the words Point out the words words to determine the meanings
looked and flapping on looked and flapping. looked and flapping
of friends and counted?
page 24. Use motions Write them on the and ask children to
to demonstrate the board for children and define them using their
meaning of each word. underline the root word knowledge of endings
Help children replace in each. Have partners and root words. Have
the words with words help each other figure them replace the words
Small Group Instruction
they know. Remind them out the meaning of with words they know.
that they can use root each word. Encourage If No Approaching Reteach pp. T64-T73
words and endings such children to look for root ELL Develop pp. T86-T87
as -s and -ed to find word words and endings as
If Yes On Level Review pp. T76-T77
meanings. they reread the story.
Beyond Level Extend pp. T80-T81

VOCABULARY STRATEGY T37

WHOLE GROUP

DAY 2 Language Arts

L ES S O
INI N
M

5
Mins
Write to Sources
Write to the Reading/Writing Go
Workshop Text Digital
Analyze the Prompt Read aloud the prompt on page 32 of the
Reading/Writing Reading/Writing Workshop. Say: What is the prompt asking? We
Workshop
need to tell how Flap shared the worm with his friends. We also need
OBJECTIVES to explain why. In order to add a new event to the story, let’s reread
Write narratives in the student model to find supporting details that tell us about the
which they recount a characters. We can also look for descriptive details. As we reread we Writing Trait
well-elaborated event minilesson
or short sequence
can take notes to answer the prompt.
of events, include
details to describe Analyze Text Evidence Say: Let’s take a look at how one student,
actions, thoughts,
and feelings, use
Anita, took notes about Little Flap. She has Little Flap likes his friends.
temporal words to Little Flap finds a worm. Say: Why do you think Anita put these details
signal event order, in her notes? (They help explain why Flap shares the worm.) Display Grammar
and provide a sense
of closure.
Graphic Organizer 1 found online in Writer’s Workspace and guide the
With guidance
class through the rest of Anita’s notes.
and support from
adults, produce Analyze the Student Model Explain how Anita expressed her ideas
writing in which the
development and
about the new event.
organization are • Ideas Anita’s first sentence tells you Little Flap wanted to do
appropriate to task
and purpose.
something nice for his friends. Her next two sentences explain what
Flap will do. She used the detail about the big, juicy worm from the
ACADEMIC story and added it to her new event.Trait: Ideas
LANGUAGE
• Supporting Details Anita adds the supporting detail that Flap is
• ideas, event, good at catching worms. Trait: Ideas
supporting details,
descriptive details • Descriptive Details Anita added descriptive details to help the
reader visualize the event. She added the word “wiggly” to describe
COGNATES
how the worm felt in Little Flap’s mouth. Trait: Ideas
• ideas, detalles
descriptivos
For additional practice with supporting details, assign Your Turn
Practice Book, page 9.
Your Turn Write About The Text Read the Your Turn writing prompt
on page 33 of the Reading/Writing Workshop aloud: Add an event
to the story. Have Fluff tell how he convinced Flap to fly. Include details
in your writing. Discuss the prompt with students. Remind students that
“Little Flap Learns to Fly” is a fantasy story, a kind of narrative text. In
continuing the story, their purpose is to entertain.

T38 UNIT 1 WEEK 1

 DAY 2 • W E E K 1

READING/WRITING WORKSHOP, pp. 32–33

Have children take notes as they think about the details from the story that
they can use as they respond to the prompt. Remind them to include the ENGLISH LANGUAGE
following elements as they craft their response from their notes: LEARNERS
• Ideas
• Supporting Details Write Complete Sentences
Lead children to write three
• Descriptive Details sentences based on the prompt.
Have children use Grammar Handbook page 474 in the Reading/Writing Ask: What did the worm look
like? How did Little Flap’s
Workshop to edit for errors with complete sentences.
friends feel when he shared
the worm? Why did Little
Flap share the worm? Provide
sentence frames and revise for
meaning, as needed.

LANGUAGE ARTS T39

WHOLE GROUP

DAY 2 Language Arts

L ES S O
INI N
M

5
Mins
Grammar
Questions Go
1 Explain/Model Explain to children that a question is a sentence that Digital
asks something. It begins with a capital letter, and it ends with a
Reading/Writing
question mark. Read the following sentence aloud.
Workshop
Where did the jet fly?
OBJECTIVES Model identifying a question.
Produce, expand and
rearrange complete Think Aloud Does this sentence ask something? Yes, it does. It asks Grammar
simple and compound Minilesson
sentences.
where the jet flew. Does it start with a capital letter? Yes, it does. What
end mark does it end with? It ends with a question mark. I know that it’s
ACADEMIC a question.
LANGUAGE
• sentence, 2 Review Remind children that a sentence is a group of words that
statement, question,
capital tells a complete thought. All sentences begin with a capital letter
and end with an end mark. A sentence that tells about something is
COGNATES a statement. It ends with a period. Read the following sentence aloud
• capital and guide children to identify that it is a statement.

The jet flew to Miami.

Model identifying that it’s a statement.

Think Aloud Does this sentence tell about something? Yes, it does. It
tells about where the jet flew. Does it start with a capital letter? Yes,
it does. What end mark does it end with? It ends with a period. Is it a
statement? Yes, it is.

T40 UNIT 1 WEEK 1

 DAY 2 • W E E K 1
3 Guided Practice Display the following sentences and read
them aloud.

The children play in the park.

Do the children play in the park?

Point out that each group of words is a sentence. Each begins with
a capital letter and ends with an end mark. Tell them that the first
sentence is a statement because it tells about something and it ends
with a period. Explain that the second sentence is a question because
it asks about something and it ends with a question mark.
Write two statements and two questions without the correct
capitalization and end marks and display them for children. Have
children tell where to add the correct capitalization and end marks.

4 Practice Have partners work together to decide whether the

following sentences are questions or statements. Have them
complete each sentence with the correct end mark. Then have
volunteers explain why each sentence is a question or a statement.

Did he learn to fly__

He shared dinner with his friends__
How many birds are in the tree__
Are they happy__
Worms love the rain__

For additional practice, have children complete page 2 of the

Grammar Practice Book.

Talk About It Have partners work together to orally generate

sentences that are both questions and statements. Children can discuss
if they would like to learn to fly. How would they do it?

Link to Writing Say: Look back at your response to the Your Turn
writing prompt to see if you used questions and statements.
Did you use them correctly? If children have not used any
questions in their writing, have them consider adding one or
two. Point out that Anita asks a question in her response.
Provide support, if needed.

• Discuss the Essential Question and

encourage children to use the oral
vocabulary words.
• Prompt children to review and discuss
the skills they used today. How do
those skills help them?

LANGUAGE ARTS T41

WHOLE GROUP

DAY 3 behavior
behavior
afraid

Visual Vocabulary
a b c
Word-Building
behavior
behavior
ball

High-Frequency
Cards
Cards Word Cards
afraid peered
actions perfectly
Reading/ depend rescue behavior
behavior
bad
Writing nervously secret
Workshop
Literature Anthology Spelling Word
Help! A Story of Cards
Interactive
Friendship Read-Aloud
Cards

Build the Concept

LESSO
INI N
M

5
Mins
Interactive Read Aloud
ESSENTIAL QUESTION Go
OBJECTIVES
Ask and answer
Remind children that this week they are talking and reading about Digital
questions such as how friends depend on each other. Remind them of Lucy and Jade in
who, what, where, “The New Kid,” and of Little Flap and his friends in “Little Flap Learns
when, why, and how to Fly.” Guide children to discuss the question using information from
to demonstrate
understanding of key
what they have read and discussed throughout the week.
details in a
text.
Use information Review Oral Vocabulary The New Kid
gained from the Review the oral vocabulary words awkward, outrageous, panic, relief,
illustrations and
words in a print or and squawked using the Define/Example/Ask routine. Encourage
digital text to children to discuss how friends support one another when coming up
demonstrate with examples for each word.
understanding of its
characters, setting, Little Flap
or plot. Learns to Fly
Reread “The New Kid”
• Develop oral Tell children that you will reread
language. “The New Kid.” Pause as you
• Discuss the essential read to model visualizing the
question.
characters and events in the
story. Prompt children to identify
ACADEMIC and describe the characters, the
LANGUAGE setting, and the events that
visualize, key make up the plot.
details Interactive Read-Aloud Cards

Write About Reading

W
H
Have children write about details and events that show how Lucy and
Jade are friends and how Lucy depends upon Jade.

T42 UNIT 1 WEEK 1

 DAY 3 • W E E K 1

Comprehension
ENGLISH LANGUAGE
LESSO
INI vie LEARNERS
Re w
N
M

5
Mins Key Details Use Visuals Have children use the
illustrations on pages 26–27 to help
them identify the key details on the
1 Explain Remind children that they are learning how to find key pages. Ask children to describe what
details in a story. Use the Shared Read, “Little Flap Learns to Fly,” to is happening and how Little Flap
review the skill. feels in the pictures.

Review the definition of key details.

• Key details are the important pieces of information that help
readers to understand a story.
• Readers can find key details in the text and illustrations.
2 Model Display pages 22 and 23 of “Little Flap Learns to Fly.” As I
read the text and look at the illustrations on pages 22 and 23, I
look for key details that give me important information about the
story. I read that Little Flap is happy living in his nest. When I look
at the picture I see that he looks happy. I also read that his friends
Fluff and Tuff live next to him and that they want to learn to fly.
These are all important details that help me to understand the story.

3 Guided Practice Reread pages 24–27 of “Little Flap Learns to Fly”

with children. Pause as you read to model identifying key details in
the text and illustrations that help you understand the story. Prompt
children to identify key details as well.
• Help children to see that Little Flap’s feelings change on
page 24. He feels scared. This is a key detail because it is
important to know Little Flap’s feelings in order to understand
the story. Ask: How do you know that Little Flap is scared?
• Prompt children to note other key details on pages 24–25 that
help them understand how Little Flap feels about flying. Ask:
Why is Little Flap scared? How do Fluff and Tuff help him? How
does Little Flap feel after Fluff and Tuff offer to help him?
• Encourage children to identify key details on pages 26–27 that
help them understand if Little Flap learns to fly and how he
feels about flying at the end of the story.

BUILD THE CONCEPT T43

WHOLE GROUP

DAY 3 Build Fluency: Sound Spellings: Display the

Word Work Word-Building Cards: a, i, b, c, d, f, g, h, j, k,

ck, l, m, n, p, q, r, s, t, v, w, x, y, z. Have
children say each sound. For fluency in
connected text, see the Decodable Reader
lesson in Small Group.

LESSO
INI N
M

5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Segmentation Go
Know and apply
grade-level phonics
1 Model I’m going to say a word, then I will say it sound by sound. The Digital
and word analysis word is pan. Listen as I stretch the sounds: /paaannn/. Now I will say
skills in decoding the sounds in pan one at a time. Place a counter on the Response
words.
Board under each sound you say. /p/ (place a counter in the first box)
Demonstrate /aaa/ (place a counter in the second box) /nnn/ (place a counter in
command of the
conventions of
the third box). How many sounds do you hear in the word pan? The
standard English word pan has three sounds: /p/ /a/ /n/. Phonemic
capitalization, Awareness
punctuation, and
spelling when
2 Guided Practice/Practice Let’s do some together. Model segmenting
writing. using the appropriate signaling procedures. Do the first three with
Generalize learned children: fit /fff/ /iii/ /t/; tag /t/ /aaa/ /g/; lip /lll/ /iii/ /p/.
spelling patterns
map /m/ /a/ /p/ pad /p/ /a/ /d/ him /h/ /i/ /m/
when writing words
(e.g., cage badge; fix /f/ /i/ /ks/ rap /r/ /a/ /p/ big /b/ /i/ /g/ Phonics
boy boil).
rim /r/ /i/ /m/ van /v/ /a/ /n/ bib /b/ /i/ /b/
• Segment words into
phonemes. LESSO
INI N
M
• Identify letter-
sound
5
Mins Phonics Structural
correspondence /a/
Analysis
spelled a, /i/
spelled i. Blend Words with Short a and Short i
• Decode words with 1 Model Display the Word-Building Cards t, i, p. Model how to blend
short a and short i.
the sounds. Say: This is the letter t. It stands for the sound /t/. This is
• Identify and read
plural nouns with the letter i. It stands for /i/. This is the letter p. It stands for /p/. Let’s
-s, -es. blend the sounds together: /tiiip/. The word is tip. Spelling Word
Sort
Continue by modeling the words tan, will, ham, rim, and lap.
ACADEMIC
LANGUAGE 2 Guided Practice/Practice Repeat the routine with mix, lab, bit, dad,
blend, ending rib, ran, bin, dip, map, can.

Decodable Reader Have children read “Pat and Tim”

(pages 1–6) to practice decoding words
in connected text.

T44 UNIT 1 WEEK 1

 DAY 3 • W E E K 1

LESSO
INI N
M
PHONICS/SPELLING PRACTICE BOOK p. 3
5
Mins Structural Analysis
Plural Nouns with -s, -es
1 Model Say the words hat and hats. Ask children to listen closely to
hear what is different. Point out the /s/ sound at the end of hats.
Repeat with pin and pins, having children listen for the /z/ sound,
and gas and gasses, having children listen for the /es/ sound.
• Write the words hat and hats. Underline the letter -s at the end
of hats. Tell children that the letter -s at the end of hats means
there is more than one hat. Repeat with pins and gasses.
2 Practice/Apply Help children blend the words bus, lid, pan, lip,
mat, kid, map, miss, and can. Point out the /s/ and /z/ sounds for
-s, and the /es/ or /ez/ sounds for -es.

LESSO
INI N
M

5
Mins Spelling
Short a and Short i Word Sort
1 Model Place letter cards for a and i in two columns in a pocket
chart. Say the sounds with children.
Hold up the six Spelling Word Card. Say and spell it. Pronounce
each sound clearly: /s/ /i/ /ks/. Blend the sounds, stretching the
vowel sound to emphasize it: /siiiks/, six. Repeat this step with will. Monitor and
Place both words below the i card. Read and spell each spelling Differentiate
word together with children. Have children read each word. What
do you notice about these spelling words? They both have the /i/
sound. The /i/ sound is spelled i. Quick Check
Q
Can children blend words with
2 Guided Practice/Practice Have children practice spelling each word.
short a and short i?
Display the words why, for, and help in a separate column. Read
and spell the words together with children. Point out that these
spelling words do not contain the /i/ or /a/ sounds.
Conclude by asking children to orally generate words with short a Small Group Instruction
and short i. Write the additional words on the board. Underline the
If No Approaching Reteach pp. T66-T71
common spelling patterns in the additional words. If necessary,
ELL Develop pp. T82-T89
point out the differences and explain why they are unusual.
If Yes On Level Review pp. T76-T77
Beyond Level Extend pp. T80-T81

WORD WORK T45

WHOLE GROUP

DAY 3 High-Frequency Words: Read, Spell,

Fluency and Write to review this week’s

high-frequency words: ball, blue,
both, even, for, help, put, there,
why, yellow.

LESSO
INI N
M

5
Mins
Expression
1 Explain Explain to children that reading with expression means
OBJECTIVES
changing the tone of your voice to show different emotions, such as
Go
Determine or clarify
the meaning of sadness, happiness, fear, anger, and excitement. For instance, when Digital
unknown and they read something exciting, they should read in a way that
multiple-meaning a person’s voice sounds when they are excited.
words and phrases
based on grade 2
reading and content, 2 Model Model prosody by reading pages 23–24 of the Shared Read,
choosing flexibly “Little Flap Learns to Fly.” Point out how you pause for punctuation,
from an array of
strategies. raise your voice at the end of questions, show excitement when you Visual
read an exclamation, and express emotion when Little Flap is Glossary
Use sentence-level
context as a clue to worried. Model reading at an appropriate rate and with accuracy.
the meaning of a
word or phrase.
3 Guided Practice Have children read the text on page 25 aloud to a
partner. Make sure they pay attention to using good expression. Offer
Read with sufficient
accuracy and fluency corrective feedback as necessary.
to support
comprehension.
Fluency Practice
Read on-level text Children can practice fluency using Practice Book passages.
orally with accuracy,
appropriate rate, and
expression on
successive readings.

• Practice fluency.
• Use vocabulary
words in context.

T46 UNIT 1 WEEK 1

 DAY 3 • W E E K 1

Vocabulary
LESSO
INI N
M

5
Mins Reinforce Vocabulary
1 Guided Practice Use the Visual Vocabulary Cards to review this
week’s vocabulary words actions, afraid, depend, nervously,
peered, perfectly, secret. Work together with children to generate
a new context sentence for each word.

2 Practice Have children work with a partner to complete each

sentence stem orally using this week’s vocabulary words.

1. The boy had to his cat from the barking dog. (rescue)
2. Don’t tell anyone my ! (secret)
3. Seth waited to find out if he won the prize. (nervously)
4. I am of high places. (afraid)
5. Dan finished his spelling test with no wrong words.
(perfectly)
6. Our cat down at us from the tree. (peered)
7. The dog watches my to see where I will throw the ball
next. (actions)
8. I on my friends to help me. (depend)

FLUENCY/VOCABULARY T47
WHOLE GROUP

DAY 3 CLOS E RE A DI N G

LITERATURE ANTHOLOGY, pp. 10–11

E REA
OS

CL

DING
HELP! A Story of Friendship Lexile 410
TextEvaluator™ 20

Close Reading Routine Read

Read DOK 1–2

ESSENTIAL QUESTION
Literature Anthology • Identify key ideas and details about Read aloud the Essential Question: How do friends
how friends help other friends. depend on each other? Ask children as they read to
• Take notes and summarize. think about how friends help each other. Tell them to
• Use A C T prompts as needed.
make predictions about what will happen in the story.
Reread DOK 2–3 Story Words Read and spell hedgehog and prickles.
Point to the hedgehog on page 11 and explain that it
• Analyze text, craft and structure.
• Use Close Reading Companion pp. 1–3 is an animal. Explain that prickles would feel sharp.

Integrate DOK 4 Note Taking: Graphic Organizer

N
As children read how friends manage to help each
A
• Integrate knowledge and ideas.
• Make text-text connections. other, guide them to fill in Your Turn Practice Book
• Use the Integrate lesson. page 6.

T47A UNIT 1 WEEK 1

 DAY 3 • W E E K 1

LITERATURE ANTHOLOGY, pp. 12–13

A C T Access Complex Text

1 Strategy: Visualize
Teacher Think Aloud I can use details in the What Makes This Text Complex?
text to help me picture in my mind what is
Connection of Ideas Children may need
happening at the beginning of the story. I read
help in making connections. The key to
that Mouse is covering himself and hiding from
understanding the text is to understand why
Snake. In my mind, I can picture Mouse hiding.
Mouse is afraid of Snake and what Snake does
2 Skill: Key Details to help Mouse change his feelings.

What key details have we read so far? How do the Genre Children may need help clarifying
pictures help you? Let’s add these key details to that animals in a fantasy story do not act like
our Key Details Chart. real animals. In real life a snake would not
help a mouse, but in this fantasy it does.
Build Vocabulary page 12
gossip: talk about others
hesitated: pause before doing something

LITERATURE ANTHOLOGY T47B

WHOLE GROUP

DAY 3

LITERATURE ANTHOLOGY, pp. 14–15

Read
Detail Detail Detail

Mouse Hedgehog Mouse is

3 Reread for Understanding
is hiding gets mouse still worried Teacher Think Aloud I’m not sure I understand
because he to come out and falls in a
is afraid of of hiding. hole. page 14. Why does Hedgehog say “You should be
snake. afraid of yourself, Mouse, not of Snake”? When I
reread page 13 and think about the text, I realize
that Mouse fell in the hole because he was not
paying attention. That’s why Hedgehog says
Mouse should be afraid of himself.

4 Skill: Key Details

What key details have you read about in the story
so far? Fill them in on your graphic organizer.
Remember, you can use the pictures to help you.

T47C UNIT 1 WEEK 1

 DAY 3 • W E E K 1

LITERATURE ANTHOLOGY, pp. 16–17

A C T Access Complex Text

STOP AND CHECK
Visualize How might Mouse feel at the bottom Connection of Ideas
of the hole? Use the Visualize strategy to help you
In order to understand the story, children
understand where Mouse is. (In the text Rabbit
need to understand the complex
says, “It’s too deep and the walls are too straight. I
relationships between the characters.
wouldn’t be able to hop out.” I can picture that it is
deep, dark, and hard to move in the hole. It would • Explain that Mouse is afraid of Snake
feel scary to be in a place like that all alone. That because Skunk told him snakes are
must be why Mouse is crying.) dangerous to mice. In real life, mice are
afraid of snakes because snakes eat mice.
However, this is a fantasy story in which
5 Skill: Key Details
Snake is Mouse’s friend.
What key details do you learn from the illustration
on page 17? (The hole that mouse is in is very
• As you continue to read, guide children to
understand why Mouse might be afraid of
deep. His friends are looking down, wondering
Snake even as Snake tries to help him.
how they will get him out.)

LITERATURE ANTHOLOGY T47D

WHOLE GROUP

DAY 3

LITERATURE ANTHOLOGY, pp. 18–19

Read 8 Strategy: Visualize

How do you think Snake will rescue Mouse
6 Strategy: Visualize
without scaring him? Remind children of how
Teacher Think Aloud When I read the words they pictured what it is like for Mouse to be in the
Wishywishywishy . . . Hedgehog heard the grass hole. Then have them add to that visualization to
move, I can picture how Snake moves through the describe how Snake could rescue Mouse in a way
grass. How do you visualize Snake moving? that is not scary.
Student Think Aloud I imagine Snake slithering
back and forth, making a swishing sound as he
slides through the grass.

7 Skill: Key Details

Work with your partner to go back through the
story and find the key details that answer these
questions: Why can’t Rabbit and Hedgehog help
Mouse? Who says he can help Mouse? Write your
answers in the Key Details Chart.
T47E UNIT 1 WEEK 1
 DAY 3 • W E E K 1

LITERATURE ANTHOLOGY, pp. 20–21

Reread Close Reading Companion, 1

Detail Detail Detail
Author’s Craft: Illustrations
Mouse is Hedgehog Mouse is
hiding because gets mouse still worried Reread page 20 and look at the illustration on
he is afraid of to come out and falls in a page 21. What does the illustration help you
snake. of hiding. hole.
understand about how Snake feels? (Snake is
upset that his friend is afraid of him. He looks very
Hedgehog is Rabbit can’t Snake will worried about Mouse.)
too prickly to help Mouse help Mouse.
help Mouse. because the
hole is too Author’s Craft: Word Choice
deep.
Reread page 18. Why does the author write,
“Wishywishywishy”? (The author is describing
the sound Snake makes as he moves through the
grass. This helps the reader imagine Snake.)

LITERATURE ANTHOLOGY T47F

WHOLE GROUP

DAY 3
9

10

LITERATURE ANTHOLOGY, pp. 22–23

Read
10 Strategy: Visualize
9 Skill: Key Details On page 23 Snake says, “Now watch!” The text
How does Snake rescue Mouse? Turn to your doesn’t tell you how he plans to rescue Mouse,
partner and retell the key details in order, in your but the picture can help you visualize what is
own words. You can use the pictures and the text happening. Describe what you picture. (The
to help you. (Squirrel gets a stick, Rabbit ties it picture shows Snake lowering his tail with the
to Snake’s tail, Hedgehog makes sure the knot is stick tied to it down into the hole. I picture Mouse
tight, then Snake lowers the stick into the hole holding onto the stick and Snake pulling him out.)
where Mouse is.)

T47G UNIT 1 WEEK 1

 DAY 3 • W E E K 1

11

LITERATURE ANTHOLOGY, pp. 24–25

11 Inflectional Endings
A C T Access Complex Text
The first sentence on page 25 has the word Connections of Ideas
gasped. If we are not sure of what it means, we
Children need to understand that Mouse is
can remove the ending -ed. We get the root
surprised and embarrassed that Snake rescued
word gasp. What does gasp mean? (to breathe
him. However the author does not say this, it
in quickly) What does the ending -ed mean?
must be inferred.
(It happened in the past.)
• Point out that Mouse gasped when he
Reread Close Reading Companion, 2 saw snake. When someone gasps, they are
surprised. Mouse also turns a deep shade of
Make Inferences
pink. This means he is embarrassed.
Reread pages 24 and 25. How do you know how
Mouse is feeling? (Mouse is “a deep shade of
• Guide children to understand that Mouse
is apologizing for being afraid of Snake.
pink” and he apologizes. He is embarrassed.)
He realized he didn’t need to be afraid of
Build Vocabulary page 25 Snake after Snake rescued him.
gasp: to breathe in quickly

LITERATURE ANTHOLOGY T47H

WHOLE GROUP

DAY 3

12

LITERATURE ANTHOLOGY, pp. 26–27

Read
Detail Detail Detail
12 Skill: Key Details
Mouse Hedgehog Mouse is still
Teacher Think Aloud I’ll look for the key details to is hiding gets Mouse worried and
make sure I understand what is happening: Mouse’s because he to come out falls in a hole.
is afraid of of hiding.
friends helped him get home and bandaged his foot. Snake.

STOP AND CHECK Hedgehog is Rabbit can’t Snake will

Visualize What happens after Mouse gets out of the too prickly to help Mouse help Mouse.
help Mouse. because the
hole? What does that tell you about the animals? hole is too
deep.
Use the Visualize strategy to help you. (I read that
the other animals helped Mouse hobble home. They Snake rescues Mouse is Mouse takes
bandaged his foot. I picture them helping him get Mouse with a surprised Snake flowers.
to see that
stick tied to Snake rescued Snake and
ready to rest. This tells me that they are good friends his tail. him, and Mouse stay
to Mouse.) apologizes. friends.

Build Vocabulary page 26

hobble: limp

T47I UNIT 1 WEEK 1

 DAY 3 • W E E K 1

13

LITERATURE ANTHOLOGY, pp. 28–29

13 Skill: Key Details Return to Purposes

What happens after Snake rescues Mouse? What Review children’s predictions. Ask them if their
does Mouse do? How does this change Snake and predictions about the selection were correct.
Mouse’s relationship? Have children work with a Guide them to use key details in the text to
partner. Tell children to use the text and illustrations confirm whether or not their predictions turned
to help them answer the questions. Tell children to out to be accurate. Were they surprised by any
add the key details to their chart. parts of the story? What did they learn about
how friends depend on one another?

Reread Close Reading Companion, 3

Build Vocabulary page 28
Make Inferences several: a few, more than two
boquet: bunch or bundle
How do you know that Mouse trusts Snake again?
(Mouse is hugging Snake and he looks happy. He
gave Snake flowers.)

LITERATURE ANTHOLOGY T47J

WHOLE GROUP

DAY 3

LITERATURE ANTHOLOGY, pp. 30–31

Meet the Author

Read

Holly Keller Vivid Verbs

Read Aloud page 30 with children. Ask them Authors use vivid verbs to accurately describe
why they think Holly Keller decided to write and action and create a picture in the reader’s
illustrate books when she grew up. What did she mind. Example: Snake, Squirrel, Hedgehog,
like to do when she was little? What does she do and Rabbit helped Mouse hobble home.
now? (She loved to read and draw when she was (p. 26) Point out the vivid verb hobble.
little. Now she writes and illustrates books.) Explain that hobble means “to walk in an
uneven way because you are hurt.” The
Author’s Purpose author could have used the verb walk here,
Have children write in their Response Journals. but hobble is more descriptive and helps
Holly changed how the reader looks at the create a better picture in the reader’s mind.
drawing because _____. Tell children that they can use vivid verbs in
their own writing.

T47K UNIT 1 WEEK 1

 DAY 3 • W E E K 1

Respond to the Text

ENGLISH LANGUAGE
Read LEARNERS
Retell Help children by looking at
Retell each page of the selection and
Guide children in retelling the selection. Remind them that as they asking a prompt, such as: Who are
the characters on this page? What
read Help! A Story of Friendship, they answered questions about the are they doing to help one another?
text. Have them use their Key Details chart to retell the selection. Provide sentence starters to help
children retell the selection such
Reread as: On this page ___ helps mouse
by ___.

Analyze the Text

After children retell the selection, have them
reread to develop a deeper understanding of
the text and answer the questions on Close
Reading Companion pages 1–3. For children
who need support in citing text evidence, use
the Reread prompts on pages T47F–T47J.

Write About the Text

Review the writing prompt with children. Remind them to use their
responses from the Close Reading Companion and to cite text
evidence to support their answers. For a full lesson on writing a
response using text evidence, see page T48.
Answer: Talking about others can hurt a friendship. In HELP! A Story
of Friendship, Mouse believed the gossip that snakes are dangerous to
mice. After he heard this, he was afraid of his friend, Snake. Evidence:
On page 21, Snake says, “But I have always been Mouse’s friend.” Also,
in the illustration Snake looks upset. Snake saves Mouse from the hole
and Mouse is embarrassed that he believed what he heard. On page
25, he turns “a deep shade of pink.” Mouse thanks Snake with flowers.

Integrate

Make Connections
Essential Question Answer: Animal friends depend on each other to
be there when they need help. Evidence: On page 20, Snake says that
he will rescue Mouse because he is Mouse’s friend. Mouse is afraid in
the hole. On page 16, he starts to cry. The illustration on page 24 shows
how Snake helps his friend. He gets Mouse out of the hole.
Text to World Answers will vary, encourage students to cite text
evidence and then think of an example from their own lives.
LITERATURE ANTHOLOGY T47L
WHOLE GROUP

DAY 3 Language Arts

L ES S O
INI N
M

5
Mins
Write to Sources
Write to the Literature Anthology Go
Text Digital
Scaffolded Instruction For children who need support to complete
Literature Anthology the writing assignment on page 31 of the Literature Anthology, use the
lesson below.
OBJECTIVES Analyze the Prompt Explain that students will write about Help!
Write opinion A Story of Friendship on Literature Anthology pages 10–29. Provide
pieces in which they Writing
introduce the topic
the following prompt: How does the author use illustrations to show
or book they are how talking about others can affect a friendship? Ask: What is the
writing about, state prompt asking you to do? (to tell what gossip did to Mouse and Snake’s
an opinion, supply
reasons that support
friendship)
the opinion, use Analyze Text Evidence Help children note evidence from the text.
linking words (e.g., Grammar
because, and, also)
Encourage them to look for supporting and descriptive details as they
to connect opinion look for text evidence.
and reasons, and
provide a concluding
Page 12 Look at page 12. Why is Mouse afraid of Snake? What details
statement or in the story tell you this?
section.
Page 13 Reread page 13. Why isn’t Mouse looking down as he walks?
Produce, expand and
rearrange complete Page 19 Reread page 19. Why does Snake say he will go in the hole to
simple and compound save Mouse? Why do his friends tell him that’s not a good idea?
sentences.
Pages 20 On page 20, Snake says, “But I have always been Mouse’s
ACADEMIC friend.” How does it make Snake feel that his friend is afraid of him?
LANGUAGE Have children take notes as you analyze text evidence together. Tell
• Cognates: ideas,
detalles descriptivos
children that after they take notes, they will craft a short response to
• ideas, event,
the prompt using their new notes and the notes they took for the Reread
supporting details, prompts.
descriptive details

T48 UNIT 1 WEEK 1

 DAY 3 • W E E K 1
LES S O
INI N
M

5
Mins
Grammar
ENGLISH LANGUAGE
Sentences LEARNERS
Review Review that a “telling sentence” is called a statement and
ends with a period. An “asking sentence” is a question and ends with Questions and Statements
a question mark. Display the following question and
statement and read them aloud.
Practice Display the sample sentences. Invite partners to identify
Where do you ride your bike?
which is a statement and which is a question.
I ride my bike in the park.
Will you play with me? (question)
Point to the question mark and
We played at the park. (statement) demonstrate how your voice rises
at the end of the question. Then
point to the period at the end of
Mechanics: Capitalization and the statement and demonstrate
Punctuation reading the sentence in an even
tone. Have children practice reading
1 Explain/Model Explain to children that a sentence begins with the sentences aloud chorally. Then
a capital letter and ends with an end mark. Remind them that a have partners practice asking and
answering questions using sentence
statement ends with a period.
frames such as the following ones:
Guide children to identify the statements in the student model. Point Where do you do your homework?
out that Anita used a capital letter at the beginning of each sentence. I do my homework in/at _____.
She used a period at the end of each statement. Point out the
capitalization and punctuation of the question in the student model.

2 Guided Practice/Practice Display the sentence below and read

it aloud.
Have partners tell what letter should be capitalized. Then have
them tell what punctuation mark is missing at the end to make the
sentence a statement. (a period)
friends can help

• Review the Essential Question and

encourage children to discuss it using
the oral vocabulary words.
• Prompt children to review and discuss
the skills they used today. Guide them
to give examples of how they used
each skill.

LANGUAGE ARTS T49

WHOLE GROUP

DAY 4 a b c
Word-Building
behavior
behavior
ball

High-Frequency
Cards
Word Cards

behavior
behavior
bad

Literature Anthology Spelling Word

“Crayons” Cards

Extend the Concept

LESSO
INI N
M

5
Mins Oral Language
ESSENTIAL QUESTION Go
OBJECTIVES
Participate in
Remind children that this week they have been learning and reading
about how friends depend on each other. Guide children to discuss the
Digital
collaborative
conversations about question using information from what they have read and discussed
grade 2 topics and throughout the week.
texts with peers and
adults in small and Ask children to think about ways they depend on their friends. Then have
larger groups. them also think about ways they try to be a good and dependable friend
Know and apply to others. Ask children to explain the different situations to the class.
grade-level phonics Phonemic
and word analysis Use the Define/Example/Ask routine to review the oral vocabulary words Awareness
skills in decoding awkward, outrageous, panic, relief, and squawked. Prompt children to
words. use the words as they discuss how friends depend on each other.

• Categorize
phonemes.
• Identify and read Phonics
plural nouns with -s,
-es.

ACADEMIC
LANGUAGE
short vowel, endings Structural
Analysis

T50 UNIT 1 WEEK 1

 DAY 4 • W E E K 1

Word Work
LESSO
INI N
M

5
Mins Phonemic Awareness Build Fluency: Sound Spellings:
Display the Word-Building Cards: a,
i, b, c, d, f, g, h, j, k, ck, l, m, n, p, q,
r, s, t, v, w, x, y, z. Have children say
Phoneme Categorization each sound. Repeat and vary the
1 Model Model categorizing phonemes. Have children listen for the pace. For fluency in connected text,
see the Decodable Reader lesson in
medial sound in the following words: cat, sit, bat. Say: Listen
Small Group.
carefully as I say three words: cat, sit, bat. Two words have /a/ in
the middle, and one word does not. The words cat and bat have
the /a/ vowel sound. The word sit doesn’t. It doesn’t belong.
Repeat with pin, fit, mad.

2 Guided Practice/Practice Have children practice with the

following examples. Do the first one with them. I will say three
words. Tell me which word does not belong and why.
sad, van, wig bit, tan, dig big, tag, ran kit, dad, hip
LESSO
INI N
M

5
Mins Phonics
Build Words with Short a and i
Review Remind children that the /a/ sound is spelled with the letter a.
Say it with me: /aaa/. The /i/ sound is spelled with the letter i. Say it
with me: /iii/.
Use the Word Building Cards to build words with short a and short i: bit, Monitor and
fit, bit, hit, hip, dip, tip, tap, nap, rap, map, man, tan, tag, bag, big, wig. Differentiate
Decodable Reader Have children read “Pals Help Pals”
(pages 7–10) to practice decoding Quick Check
words in connected text.
Can children read and decode
LESSO
INI N words with short a and short i?
M

5
Mins Structural Analysis
Small Group Instruction
Plural Nouns with -s, -es
Review Write the words pig, pigs, pan, pans. Underline the s in pigs If No Approaching Reteach pp. T66-T71
and pans. Remind children that when -s is added to a noun, it means ELL Develop pp. T82-T89
there is more than one. Write the words kiss, kisses. Remind children If Yes On Level Review pp. T76-T77
that the ending -es means more than one thing. Beyond Level Extend pp. T80-T81
Practice Write the following words on the board and read them with
children map, bin, pin, pill, six, pass, hat. Have children work in pairs to
add -s or -es to each word. EXTEND THE CONCEPT/WORD WORK T51
WHOLE GROUP

DAY 4 High-Frequency Words: Read, Spell,

Word Work and Write to review this week’s high-

frequency words: ball, blue, both, even,
for, help, put, there, why, yellow.

LESSO
INI N
M

5
Mins Spelling
OBJECTIVES Word Sort with Short a and Short i Go
Know and apply
grade-level phonics Review Provide children with copies of the Spelling Word Cards. While Digital
and word analysis one child reads the words one at a time, the other partner should orally
skills in decoding segment the word and then write it. After reading all the words, partners
words.
should switch roles.
Recognize and read
grade-appropriate Practice Have children correct their own papers. Then have children sort
irregularly spelled the words according to the short vowel sound they contain.
words. Spelling Word
Demonstrate Sort
command of the INI
LESSO
N
M
conventions of
standard English
capitalization,
5
Mins High-Frequency Words
punctuation, and
spelling when
writing. blue, even, yellow, help, put, for, ball, High-
Frequency
Generalize learned
spelling patterns there, both, why Word Routine
when writing words Review Display High Frequency Word cards: blue, even, yellow, help,
(e.g., cage badge;
boy boil). put, for, ball, there, both, why. Have children Read/Write/Spell each
Read with sufficient
word.
accuracy and fluency • Point to a word and call on a child to use it in a sentence.
to support
comprehension. • Review the Start Smart words using the same procedure.

Read on-level text

orally with accuracy,
appropriate rate, and
expression on
successive readings.

• Spell words with

short a and short i.
• Practice fluency.

T52 UNIT 1 WEEK 1

 DAY 4 • W E E K 1

Fluency/Vocabulary
Strategy
LESSO
INI N
M

10
Mins Expression
Review Remind children that reading with expression means changing
the tone of your voice to show different emotions such as sadness,
happiness, fear, anger, and excitement. For instance, when they read
something exciting, they should read in a way a person’s voice sounds
when they are excited.
Practice Have children read a passage from the Shared Read aloud to
a partner. Remind them to pause for punctuation and to raise their
voice at the end of questions. Make sure they pay attention to using
good expression. Offer corrective feedback as necessary.

Fluency Practice
Children can practice fluency using Practice Book passages.

LESSO
INI vie
Re w
N
M

5
Mins Inflectional Endings
1 Explain/Model Remind children that adding endings such as -ed,
-ing, -s, or -es to a root word changes the meaning of the word.
• When -ed is added to the end of a verb, it means that the Monitor and
action took place in the past. When -ing is added to the end of Differentiate
a verb, it means the action is happening now.
• When -s or -es is added to the end of a verb, it means the
Quick
Q Check
action is happening now.
• When -s or -es is added to the end of a noun, it means the Can children read fluently with
noun names more than one. good expression?
Write and say fixed. Have children repeat it. I see the letters -ed at
the end of the word fixed. That means that the action fixed
happened in the past. Small Group Instruction
2 Guided Practice Write the words pans, mixing, runs, and buses. If No Approaching Reteach pp. T64-T73
Have children work in pairs to figure out the words’ meanings. ELL Develop pp. T82-T89
Ask them to explain what each word part means. If Yes On Level Review pp. T74-T77
Beyond Level Extend pp. T78-T81

WORD WORK/FLUENCY/VOCABULARY T53

WHOLE GROUP

DAY 4 CLOS E RE A DI N G
E REA
OS

Comprehension

CL

DING
LESSO
INI N
M

5
Mins Crayons
As children read and reread “Crayons,” encourage them to take notes and Go
think about the Essential Question: How do friends depend on each other?
Ask them to think about how the friends in “Crayons” are like the friends Digital
in HELP! A Story of Friendship. Point out the words depend and actions.

Literature Anthology Read

OBJECTIVES 1 Strategy: Visualize

Describe how words Help! A Story
and phrases (e.g., Look at the words shiny, straight, and new. What do they help you picture
of Friendship
regular beats, in the poem? (The words shiny, straight, and new help me picture the box
alliteration, rhymes, of crayons.)
repeated lines) supply
rhythm and meaning
in a story, poem, or
2 Skill: Key Details
song. Look at the two faces in the picture. It looks like they are having a good
By the end of time. What are they so happy about? (The illustration shows that the two
the year, read
friends like to color. They are friends who enjoy spending time together.)
and comprehend
literature, including
stories and poetry, 3 Skill: Key Details
in the grades 2-3
The two friends are using the same red crayon. Why are they using the
text complexity band
proficiently, with same color? (I read that the red crayon broke in two, but the two friends
scaffolding as needed decided to share it as good friends do.)
at the high end of
the range.
Retell
Guide children to use the key details to retell the selection.
ACADEMIC
LANGUAGE
poetry, poem
Words that Rhyme
COGNATES Discuss a rhyming poem and what effect it has on listeners.
poesía, poema
• A rhyming poem has lines that end with words that rhyme.
Words that rhyme begin with different sounds but end with the
same sounds. Examples: page 33: new (line 2) and too (line 4).
• Rhyming words make poems fun and interesting to listen to.
• Have children identify other rhyming words in the poem.
Examples: page 33: care (line 6) and share (line 8).

T53A UNIT 1 WEEK 1

 DAY 4 • W E E K 1

2 1

LITERATURE ANTHOLOGY, pp. 32–33

Reread
A C T Access Complex Text
After children retell, have them reread
to develop a deeper understanding of Purpose
FPO the text by annotating and answering
Remind children that some poems have rhyme
CRC Cover questions on pages 4–6 of the Close
and meter. Read the poem aloud and have
Redux Reading Companion. For children who
children repeat. Emphasize the rhythm of the
need support citing text evidence, use
verse by having kids clap as they recite. Next,
these Reread questions:
ask children to point out the words in the
• How does the author use rhyme in the poem? poem that rhyme.
• How does the illustration help you understand how
friends can share?
be able to draw in many colors. Evidence: On page
Integrate 32, they have drawn pictures using many colors.
On page 33, the poem ends with “—we can share!”
Make Connections
Text to Text Answer: Friends help and share with
Essential Question Answer: I see that the box has one
each other. Evidence: In both texts, there is a
crayon of each color, so they have to share crayons to
friend who does something for another friend.

COMPREHENSION T53B
WHOLE GROUP

DAY 4 Language Arts

L ES S O
INI N
M

5
Mins
Write to Sources
Write to Two Sources Go
Analyze the Prompt Explain that today children will use the story HELP! Digital
A Story of Friendship and “Crayons” in the Literature Anthology. Provide
Literature Anthology
students with the following prompt: Write a short poem about Mouse
and Snake’s friendship. What is the prompt asking you to do? (Use the
two selections to create a new poem that talks about the content of the
OBJECTIVES
story HELP!) Say: On page 29 of HELP! A Story of Friendship, there is an
With guidance
and support from illustration that shows the detail that Snake was pleased with his flowers. Writing
adults, produce This helps me visualize, so I will write this in my notes. I will also note,
writing in which the or write down the page number and the title of the source. On page 32,
development and
organization are the illustration from “Crayons” shows the friends smiling. This tells me
appropriate to task that even though one friend broke the red crayon, the other friend isn’t
and purpose. upset. I will add this to my notes, and note the page number and the
Produce, expand and title of the source. Grammar
rearrange complete
simple and compound Analyze Text Evidence Display Graphic Organizer 2 found online
sentences. at Writer’s Workspace. Say: Let’s see how one student took notes
to answer the prompt. Here are Anita’s notes. Read through the text
ACADEMIC
LANGUAGE
evidence for each selection and have students discuss how they could
• Cognates: ideas, use the text evidence to create a new poem.
detalles descriptivos Share the Prompt Provide the following prompt to students: Add an
• ideas, event, event to the story HELP! A Story of Friendship, using crayons like the
supporting details,
descriptive details poem “Crayons.”
Find Text Evidence Have children take notes. Help them find text
evidence and give guidance where needed. If necessary, review with
children how to use their own words to describe the words and meaning.
Remind them to write down the page number and source of the
information.

T54 UNIT 1 WEEK 1

 DAY 4 • W E E K 1
LES S O
INI N
M

5
Mins
Grammar
Sentences
Review Review that a “telling sentence” is called a statement and
ends with a period. An “asking sentence” is a question and ends with a
question mark.
Practice Display the sample sentences. Invite partners to identify
which is a statement and which is a question.
Does Tim depend on his friend? (question)
Tim depends on his friend. (statement)

Mechanics: Capitalization
and Punctuation
Review Remind children that all sentences begin with a capital
letter and end with an end mark. Ask them what end marks they have
learned about this week. (period, question mark)
Practice Have children rewrite the following statement and question
with the correct capitalization and punctuation.
my dog is lost (My dog is lost.)
can you help me find my dog (Can you help me find my dog?)

• Review the Essential Question and

encourage children to discuss it using
the oral vocabulary words.
• Prompt children to discuss the skills
they practiced and learned today.
Guide them to share examples of how
they used each skill.

LANGUAGE ARTS T55

WHOLE GROUP

DAY 4 Integrate Ideas

Friends Help Friends
S
AL TU

RESEARCH AND INQUIRY

SOCI

DIE
OBJECTIVES

S
Participate in collaborative
conversations with diverse
partners about grade 2 topics Make a List
and texts with peers and adults COLLABORATE
Tell children that they will work in a small group to research how friends
in small and larger groups.
depend on one another. They will make a list based on their research.
Participate in shared research
and writing projects (e.g.,
STEP 1 Choose a Topic
read a number of books on Guide small group members to think about why Mouse depended
a single topic to produce
a report; record science on Snake. They might also think about how the friends in “Crayons”
observations). depend on each other. Last, guide them in thinking about how they have
depended on friends for help.
Build background knowledge.
STEP 2 Find Resources
ACADEMIC LANGUAGE
list, recall, event Tell children that they will use the selections from the unit and interviews
with their group members as resources for this project. Have children use
the Research Process Checklist online.

STEP 3 Keep Track of Ideas

Have children make a Shutter Foldable® to
record ideas from their interviews. Model
recording the names of the group members and
their experiences.

Go
Digital
Collaborative Conversations
Add New Ideas As children engage in partner, small-group, and
whole-group discussions, encourage them to
• stay on topic,
Resources: • build on the ideas of others,
Research and
Inquiry
• connect their personal experiences to the conversation.

T56 UNIT 1 WEEK 1

 DAY 4 • WEEK 1

STEP 4 Create the Project: List

Tell children that they will make a list of ways friends depend
on one another. Explain the characteristics of a list.
• Information The purpose of a list is to write and present a
series of ideas or details in a certain order.
• Text This list will present the research by the members of a
small group.
Have small group members ask each other interview questions
about times when they depended on a friend. Then have them
write a list based on their research.
• Prompt children to write the title “We Depend on Friends.”
• Prompt them to write each member’s name followed by the
event.
• Have children draw a picture to illustrate the list.

ILLUSTRATED LIST

ENGLISH LANGUAGE LEARNERS

SCAFFOLD

Beginning Intermediate Advanced/High

Use Sentence Frames Use Discuss Guide children to focus on Describe Prompt children to
sentence frames to help children the most important details about brainstorm different events in their
identify the time they depended on friends. Ask: How do friends help lives, such as birthdays, special
a friend. For example: In the story, one another? What do you want to holidays, family celebrations.
Mouse depended on Snake tell people about your best friend? Encourage them to describe how
to . How did he/she help you? friends helped them during those
events.
I remember when my friend .

INTEGRATE IDEAS T57

WHOLE GROUP

DAY 5 a b c
Word-Building
ball

High-Frequency
Cards
Word Cards

Reading/Writing bad
Workshop
Spelling-Word
Literature Anthology Cards
Dinah Zike’s Foldables

Word Work Go
INI
LESSO
N
Digital
M

5
Mins Phonemic Awareness
OBJECTIVES Phoneme Segmentation
Know and apply
grade-level phonics
Review Guide children to segment words into phonemes. Listen as I say Phonemic
Awareness
and word analysis a word: big. How many sounds are in big? /b/ /iii/ /g/. Three sounds.
skills in decoding There are three sounds in the word big. Continue segmenting phonemes
words.
with children.
Recognize and read
grade-appropriate bag /b/ /a/ /g/ fin /f/ /i/ /n/ hat /h/ /a/ /t/
irregularly spelled rib /r / /i/ /b/ pan /p/ /a/ /n/ mix /m/ /i/ /ks/ Phonics
words.
LESSO
INI N
Demonstrate M
command of the
conventions of
5
Mins Phonics
standard English
Structural
capitalization, Analysis
punctuation, and
spelling when
Blend Words with Short a and Short i
writing. Review Have children read and say the words sit, pass, tip, bat, rig,
Generalize learned and cap. Then have children follow the word building routine with
spelling patterns Word-Building Cards to build lid, hid, had, hat, cat, cab, tab, tag, wag,
when writing words Spelling Word
(e.g., cage badge; wig, will and fill. Sort
boy boil). Word Automaticity Help children practice word automaticity. Display
decodable words and point to each word as children chorally read it.
• Segment words in
to phonemes. Test how many words children can read in one minute. Model blending
• Identify letter-sound words children miss.
High-
correspondence /a/ LESSO Frequency
INI N
spelled a and /i/ M Word routine
spelled i.
• Decode words with
5
Mins Structural Analysis
short a and short i.

Plural Nouns with -s, -es Visual Glossary

Review Have children explain how endings -s and -es can change the
meaning of a noun to mean more than one. Then have children practice
writing and blending words with -s and -es such as mats, kisses, lids,
T58 UNIT 1 WEEK 1 bags, and hips.
 DAY 5 • W E E K 1

LESSO
INI N
M

5
Mins Spelling
Build Fluency: Sound-Spellings
Display the Word-Building Cards
Word Sort with Short a and a, i, b, c, d, f, g, h, j, k, ck, l, m,
n, p, q, r, s, t, v, w, x, y, z. Have
Short i Words children say each sound.
Review Have children use the Spelling Word Cards to sort the weekly
words by their vowel sound.
Assess Assess children on their abilities to spell words with short a
and short i. Say each word and provide a sentence so that children
can hear the words used in a correct context. Then allow them to
write down the words. In order to challenge children, you may wish
to provide an additional word for each short vowel sound in order to
assess whether they understand the concept.

LESSO
INI N
M

5
Mins High-Frequency Words
blue, even, yellow, help, put, for, ball,
there, both, why
Review Display High-Frequency Word Cards blue, even, yellow, help,
put, for, ball, there, both, why. Have children Read/Spell/Write each
word. Have children write a sentence with each word.
Monitor and
M
INI
LESSO
N Differentiate
5
Mins Vocabulary Words
Quick Check
nervously, peered, afraid, rescue, Can children read and decode
words with short a and short i?
perfectly, secret, actions, depend
Can children recognize and read
Review Display Vocabulary Word Cards actions, afraid, depend, high-frequency words?
nervously, peered, perfectly, rescue, secret. Have children define and
write a sentence for each word.

Small Group Instruction

If No Approaching Reteach pp. T70-T71

ELL Develop pp. T82-T89
If Yes On Level Review pp. T76-T77
Beyond Level Extend pp. T80-T81

WORD WORK T59

WHOLE GROUP

DAY 5 Language Arts

L ES S O
INI N
M

5
Mins
Write to Sources
Write to Two Sources Go
Analyze the Student Model. Review the prompt and Anita’s notes from Digital
Day 4. Display the Student Model on page 10 of the Your Turn Practice
Literature Anthology
Book. Explain to children that Anita used her notes to write a response
to the prompt. Discuss the student model with children.

OBJECTIVES Write the Response Review the prompt from Day 4 with children.
With guidance Remind them that they took notes on this prompt on Day 4. Have
and support from children use their notes to craft a short response. Tell them to include Graphic
adults, produce Organizer
the titles of both sources and the following elements:
writing in which the
development and • Ideas
organization are
appropriate to task • Supporting Details
and purpose.
• Descriptive Details
ACADEMIC • Complete Sentences Writing
LANGUAGE Have children use Grammar Handbook page 474 in the Reading/
• Cognates: ideas, Writing Workshop to edit for errors with complete sentences.
detalles descriptivos
• ideas, event,
Use the Conferencing Routines to check children’s writing.
supporting details,
descriptive details Share and Reflect Have children share their responses with a partner. Grammar
Use the peer conferencing routines.

Teacher Conference
STEP 1 Talk about the
strengths of the writing.
STEP 2 Focus on the
target trait.
STEP 3Make concrete
suggestions for revisions.

Peer Conferences
Provide these questions
to guide peers as they
review a partner’s draft.
Is the writing
clear and easy to
understand?
Does the writer use
complete sentences?
What details could be
added?

T60 UNIT 1 WEEK 1

 DAY 5 • W E E K 1
LES S O
INI N
M

5
Mins
Grammar GRAMMAR PRACTICE BOOK p. 5

Sentences
Review Ask: What is a sentence? (a group of words that tells a
complete thought or idea) What do all sentences begin with?
(a capital letter) Offer several examples of statements and
questions, as well as incomplete sentences. Have children identify
which ones are complete sentences, and which are statements and
which are questions.
Practice Write the following groups of words on the board. Have
children identify the sentences. Have them tell whether the sentence
is a statement or a question. Finally, have them tell what punctuation
should end the sentence.
Tara helps me study (is a sentence; statement; period)
Sara and Jake are (is not a sentence)
How long has Ben been your friend (is a sentence; question;
question mark)

Mechanics: Capitalization and

Punctuation
Review Remind children that a sentence begins with a capital letter.
Remind them that a statement ends with a period and that a question
ends with a question mark.
Practice Have one partner “interview” the other by writing questions,
such as “What is your favorite TV show?” Help children use correct
punctuation. Then have the other partner write statements to answer
those questions.

• Review the Essential Question and

encourage children to discuss it using
the oral vocabulary words.
• Review the comprehension strategy
and skill.
• Review short a and short i.
• Use the High-Frequency Word Cards
to review the High-Frequency Words.

LANGUAGE ARTS T61

 WHOLE GROUP

DAY 5 Integrate Ideas

Close Reading Routine
Read DOK 1–2
TEXT CONNECTIONS
• Identify key ideas and details about friends. Connect to the Essential Question
• Take notes and summarize. COLLABORATE Write the Essential Question on the board: How do friends depend on
each other? Read the Essential Question aloud. Tell children that they will
Reread DOK 2–3 think about all of the information that they have learned about friendship.
• Analyze craft and structure. Say: We have read many selections on this topic. We will compare the
• Use the Close Reading Companion. information from this week’s Leveled Readers and “Little Flap Learns to
Fly” Reading/Writing Workshop pages 22–27.
Integrate DOK 4
Evaluate Text Evidence Guide children to review the
• Integrate knowledge and ideas selections and their completed graphic organizers. Have
and make text-to-text connections. children work with partners to compare information from
• Use the Integrate lesson.
all the week’s reads. Children can record notes using a
• Use Close Reading Companion, p. 7.
Foldable®. Guide them to record information from the
selections that helps them to answer the Essential Question.

Take Action

CIENC
OBJECTIVES
RESEARCH AND INQUIRY
E
S

Participate in shared research

and writing projects (e.g., read a
number of books on a single topic
to produce a report; record science Make a List
observations.) COLLABORATE Have children create a checklist and review their lists:
• Does their list share a series of ideas or details?
• Do they wish to add any numbers to their list to keep items in a certain
order?
• Does their list contain experiences from all the members of the group?
• Have they included a title and each group member’s name on the list?
Go Guide groups to practice sharing their lists with each other. Children should
Digital
practice speaking and presenting their information clearly.
Prompt children to ask questions to clarify when something is unclear: Can
you think of a time you depended on a friend? How did they help you?
What details can you share about this experience? Have children use the
Presentation Checklist online.
Collaborate

T62 UNIT 1 WEEK 1

 DAY 5 • WEEK 1

OBJECTIVES
Compare and contrast
the most important points
Text to Fine Art presented by two texts on
the same topic.
COLLABORATE Read aloud with children the Integrate activity on
page 7 of the Close Reading Companion. Guide
partners to discuss how the painting “Breton Girls
Dancing” is similar to Little Flap and Help. Have partners collaborate to
complete the Integrate page by comparing the painting to the selections.

Present Ideas and Synthesize Information

When children finish their discussions, ask for a volunteer from each group to
share the information from their Foldable® and their Integrate pages. After
each group has presented their ideas, ask: How does learning about helping
friends help you answer the Essential Question: How do friends depend on
each other? Lead a class discussion asking children to use the information
from their charts to answer the Essential Question.

SPEAKING AND LISTENING OBJECTIVES

Participate in collaborative
conversations with diverse
As children are working with partners in their Close Reading Companion, partners about grade 2
topics and texts with peers
COLLABORATE or on their charts make sure that children are actively participating in the
and adults in small and
conversation, and when necessary, remind them to use these speaking and larger groups.
listening strategies: Build on others’ talk in
Speaking Strategies conversations by linking
their comments to the
• Have children talk collaboratively with a small group of classmates about a remarks of others.
time they depended on a friend. Tell a story or recount
an experience with
• Ask children to describe the time they depended on a friend with relevant
appropriate facts and
details and vivid descriptions. relevant, descriptive
details, speaking audibly in
• Remind children to speak one at a time and not interupt others.
coherent sentences.
Listening Strategies
• Remind children to listen quietly and respectfully to their friend’s thoughts
before they express their own ideas.
• Tell children to ask questions about what a speaker said to help them better
understand how friends depend on one another.
• Enourage children to ask questions to clarify details and descriptions.
INTEGRATE IDEAS T63
DI FFER ENTIATE D INS TRUCTION • S M AL L GR O UP

Approaching Level

Leveled Readers:
Cat and Dog Go
Digital
Before Reading
Preview and Predict
Have children turn to the title page. Read the title and author name P
PD
and have children repeat. Preview the selection’s illustrations. Prompt
Lexile 230 children to predict what the selection might be about. Leveled
TextEvaluator™ 5 Readers

OBJECTIVES Review Genre: Fantasy

Ask and answer Have children recall that a fantasy is a made-up story with imaginary Detail Detail Detail
such questions as
characters that cannot be real. In a fantasy, characters can do things
who, what, where,
when, why, and how that they cannot do in real life.
to demonstrate Graphic
understanding of Essential Question Organizer
key details in a
text. Set a purpose for reading: Let’s read to find out how friends depend on
Use information each other.
gained from the
Remind children that as they read a selection, they can ask questions
illustrations and words
in a print or digital about what they do not understand or want to know more about.
text to demonstrate Retelling
understanding of its Cards
characters, setting, or
During Reading
plot.
Guided Comprehension
As children whisper read Cat and Dog, monitor and provide guidance,
MATERIALS correcting blending and modeling the key strategies and skills.
Leveled Reader
Cat and Dog
Strategy: Visualize
Remind children that as they read, they can visualize what is going on
in the story. Say: You can use the words and pictures to help you imagine
what is happening. Model using the strategy on page 6. Say: When Dibs
moves in, Cass hisses, “I don’t play with dogs.” These words tell me that
Cass is unhappy that Dibs moved in. She also looks unhappy in the picture.

Skill: Key Details

Remind children that they can use the illustrations to understand key
details in a story. After reading, ask: What details are important? Display
a Key Details chart for children to copy.

T64 UNIT 1 WEEK 1

 WEEK 1

Model recording children’s answer in the key details boxes. Have

children record the answers in their own charts. Literature
Think Aloud When Dibs moves next door to Cass, Cass looks Circles
unhappy and says that she does not like dogs. Cass says something
Lead children in conducting
similar on page 9. This is an important detail. I will add it to my chart. a literature circle using the
Guide children to complete the key details chart. Then have them use Thinkmark questions to guide
the chart to talk about the characters and events in the story. the discussion. You may wish
to discuss what children have
learned about how friends
After Reading depend on each other from
both selections in the leveled
Respond to Reading
reader.
Have children complete the Respond to Reading questions on page 15.

Retell
Have children take turns retelling the selection using the retelling cards
as a guide. Help children make a personal connection by asking: Have
you ever met a new friend? How do you and your friend help one another?
Level-up
lessons
Model Fluency available
online.
Read the sentences one at a time. Have children chorally repeat.
Point out to children how to use tone of voice to express characters’
emotions, such as excitement.
Apply Have children practice reading with partners. Provide feedback
as needed.

IF children read the Approaching Level

fluently and answered the questions
PA I R ED RE A D … THEN pair them with students who
have proficiently read the On Level
“Uncle Max and I” and have approaching children
• echo-read the On Level main selection.
Make Connections:
ns: • use self-stick notes to mark one
Write About It Leveled Reader detail they would like to discuss in
Before reading, point out that the genre of each section.
this text is poetry. It is also fantasy. Discuss the Compare Texts statement.
After reading, ask children to make connections between “Uncle Max
and I” and Cat and Dog. A C T Access Complex Text
The On Level challenges children by
including more specific vocabulary
COMPARE TEXTS and complex sentence structures.
• Have children use text evidence to compare a fantasy
story to a poem.

APPROACHING LEVEL T65

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP

Approaching Level
Phonemic Awareness
PHONEME CATEGORIZATION

OBJECTIVES Explain to children that they will be categorizing phonemes today. Listen
I Do
Demonstrate as I say three words /biiig/, /piiit/, /haaat/. When I say big and pit, I can
understanding of
spoken words, hear the /iii/ sound. Hat has the /aaa/ sound. Hat does not belong.
syllables, and sounds
(phonemes). We Do
Listen as I say three words: cat, sit, map. Two words have the /aaa/ sound:
cat and map. The word sit does not have the /aaa/ sound. It does not belong.

Categorize words by Repeat this routine with the following examples:

phoneme.
sat, nap, pit man, pin, ran pig, van, map

You Do
It’s your turn. Which words go together and which word does not belong?

fan, hip, pin hat, win, tap kid, wig, can

Repeat the categorization routine with additional short a and i words.

PHONEME BLENDING

OBJECTIVES Explain to children that they will be blending sounds to form words. Say:
I Do
Orally produce single- Listen as I say two sounds: /aaa/ /t/. I’m going to blend the sounds
syllable words by
blending sounds together: /aaa/ /t/, /aaat/, at. We blended the word at.
(phonemes), including
consonant blends. We Do
Listen as I say two sounds: /iii/ /nnn/. Repeat the sounds: /iii/ /nnn/. Let’s
blend the sounds together: /iii/ /nnn/, /iiinnn/, in.

Blend sounds to form

Repeat this routine with the following words:
words. tip big pin sad map had

You Do
It’s your turn. I want you to blend the sounds I say together to form a word.
lip fin pit kit ham hat tap bag
Repeat the blending routine with additional short i and short a words.

You may wish to review Phonemic Awareness with ELL using this section.

T66 UNIT 1 WEEK 1

 WEEK 1

PHONEME SEGMENTATION

OBJECTIVES
I Do
Explain to children that they will be segmenting words into sounds today.
Segment spoken Listen as I say a word: at. I hear two sounds: /aaa/ and /t/. There are two
single-syllable words
sounds in the word at: /aaa/ and /t/.
into their complete
sequence of individual
sounds (phonemes). We Do
Let’s do some together. I am going to say a word: /iiinnn/. How many
sounds do you hear? The sounds /iii/ and /nnn/ are in the word in.

Segment words into Repeat this routine with the following words:
phonemes.
pin it cap pat hip ran

You Do
I’ll say a word. Tell me how many sounds you hear. Then tell me the sounds.

hit pan man lap sip sap

ENGLISH LANGUAGE LEARNERS

For the children who need phonics, decoding, and fluency practice, use
scaffolding methods as necessary to ensure students understand the meaning
of the words. Refer to the Language Transfer Handbook for phonics elements
that may not transfer in students’ native languages.

PHONEMIC AWARENESS T67

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP

Approaching Level
Phonics
CONNECT i TO /i/ AND a TO /a/

OBJECTIVES
I Do
Display the Word-Building Card i. This is lowercase i. I am going to trace the
Know and apply letter i while I say /iii/, the sound that the letter i stands for. Trace the letter i
grade-level phonics
and word analysis skills
while saying /iii/ five times. Repeat with the letter and sound for a, /a/.
in decoding words.
We Do
Now do it with me. Have children trace the lowercase i on the Word-
Building Cards with their finger while saying /iii/. Trace the letter i five times
and say /iii/ with children. Repeat with the letter and sound for a, /a/.

You Do
Have children connect the letter i to the sound /i/ by tracing a lowercase
i with their finger, while saying /iii/. Once children have traced on paper
three times, they should then write the letter i while saying /iii/ three
times. Repeat for the letter and sound for a, /a/.

Repeat, connecting the letter i to the sound /i/ and the letter a to the sound
/a/ through tracing and writing each letter occasionally throughout the week.

Sound/Spellings Fluency Display the following Word-Building Cards: a, i, b,

c, d, f, g, h, j, k, ck, l, m, n, p, q, r, s, t, v, w, x, y, z. Have children chorally say
each sound. Repeat and vary the pace.

BLEND WORDS WITH SHORT i AND a

OBJECTIVES
I Do
Display Word-Building Cards p, a, t. This is the letter p. It stands for /p/. Say
Know and apply it with me: /p/. This is the letter a. It stands for /a/. Let’s say it together:
grade-level phonics
and word analysis skills
/a/. This is the letter t. It stands for /t/. I’ll blend the sounds together: /
in decoding words. paaat/, pat.

We Do Guide children to blend the sounds and read: kit, at, if, big, can, tin.

You Do
Have children blend and decode: hip, sat, rag, pit, lip, pin, sip, cat, hat, tag,
mitt, rip, lap, hit.

Repeat, blending additional short i and short a words.

You may wish to review Phonics with ELL using this section.

T68 UNIT 1 WEEK 1

 WEEK 1

BUILD WORDS WITH SHORT i AND SHORT a

OBJECTIVES
I Do
Display Word-Building Cards a, t. These are the letters a and t. They stand for
Know and apply
grade-level phonics /a/ and /t/. I will blend /aaa/ and /t/ together: /aaat/, at. The word is at.
and word analysis skills
in decoding words. We Do
Now, let’s do one together. Make the word at using Word-Building
Cards. Change the letter a to i. Let’s blend: /iiit/, it.
Place the letter s in front of it. I am going to place the letter s in front of
Build and decode
words with short a, i. the word it. Let’s blend and read the new word: /sss/ /iiit/, /sssiiit/, sit.
You Do Have children build the words: hit, pit, pin, tin, tip, tap, cap, cat, bat, hat.

Decodable Reader Have children read “Pat and Tim” (pages 1-6).

First Read Select a page. Have children point to each word, sounding out decodable
words and saying the high-frequency words quickly. Continue as needed. Children
should chorally read the story the first time through.

BLEND WORDS WITH SHORT i AND SHORT a

OBJECTIVES
I Do
Display Word-Building Cards p, i, n. These letters stand for the sounds /p/,
Know and apply /iii/, and /nnn/. Listen as I blend all three sounds: /piiin/, pin. The word is pin.
grade-level phonics
and word analysis skills Let’s do some together. Blend and read the words sip, pig, wag, ran, and fan
in decoding words. We Do
with children.

You Do
Display the following words: had, rap, bag, kiss, tip, and six. Have children
blend and read the words.

Decodable Reader Have children read “Pals Help Pals” (pages 7-10) to practice
decoding words in connected text.

Check Comprehension As children read, monitor their comprehension.

BLEND WORDS WITH SHORT i AND SHORT a

Fluency in Connected Text
Have children review the Decodable Reader selections. Identify the short i and a words as needed. Have
children reread the selections on their own or with a partner.

PHONICS T69
DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP

Approaching Level
Structural Analysis
REVIEW PLURAL NOUNS WITH -s, -es

OBJECTIVES Write cat. Read the word: /kaaat/. I look at the word cat and I know that
I Do
Know and apply I am talking about one cat. I can add an -s to the end of the word. Now
grade-level phonics
and word analysis skills I know that means “two or more” cats. When I add -s, it changes the
in decoding words. meaning of the word.

We Do
Write pig. Let’s read this word: /piiig/. How many animals am I talking
Read words with the about? Yes, just one. What can we do to the word to show that we are
inflectional ending -s.
talking about more than one pig? We can add an -s. Let’s use pig and pigs
in sentences.

You Do
Have children work with partners. Give them several words with and
without an inflectional -s ending. Children can work together to determine
which word means one, and which word means more than one.

Repeat Have children create sentences using plural nouns with -s.

RETEACH PLURAL NOUNS WITH -s, -es

OBJECTIVES Some words have an -es ending to mean more than one. These are words
I Do
Know and apply that end in s, ss, ch, sh, and x. Write pass and passes. Read the word: /pasez/.
grade-level phonics
and word analysis skills This is the word passes. Underline the letters es in passes. I know that passes
in decoding words. means "two or more" passes. Repeat with -s using the words tip and tips.

We Do
Write kiss. Let's add -es. Say kisses: /kisez/. Let's use this word in a sentence:
Read words with the I gave my baby sister two kisses. Repeat this routine with the following
inflectional ending
-s, -es.
examples:

wig hill hat six lid ax

You Do
Have children add -s or -es to nouns bag, mat, tax, pin. Now it’s your turn.
Add -s or -es to each word, then say the word and use the word in a sentence.

Repeat Have children add endings -s or -es to form plural nouns.

T70 UNIT 1 WEEK 1

High-Frequency WEEK 1

Words/Vocabulary
REVIEW HIGH-FREQUENCY WORDS

OBJECTIVES
I Do
Use Word Cards 1–10. Display one word at a time, following the routine:
Know and apply
grade-level phonics Display the word. Read the word. Then spell the word.
and word analysis skills
in decoding words.
We Do
Ask children to state the words and spell the word with you. Model using
the word in a sentence and have children repeat after you.
Recognize and read
grade-appropriate You Do
Display the word. Ask children to say the word then spell it. When
irregularly spelled completed, quickly flip through the word card set as children chorally
words.
read the words. Provide opportunities for children to use the words in
Review high-frequency speaking and writing. For example, provide sentence starters such as
words. My friends played with the . Ask children to write each word in their
Writer’s Notebook.

REVIEW VOCABULARY WORDS

OBJECTIVES
I Do
Display each Visual Vocabulary Card and state the word. Explain how
Use words and phrases the photograph illustrates the word. State the example sentence and repeat
acquired through
the word.
conversations, reading
and being read to, and
responding to texts, We Do
Point to the word on the card and read the word with children. Ask them
including using to repeat the word. Engage children in structured partner talk about the
adjectives and adverbs image as prompted on the back of the vocabulary card.
to describe (e.g.,
When other kids are Display each visual in random order, hiding the word. Have children
happy that makes me You Do
happy). match the definitions and context sentences of the words to the visuals
displayed. Then ask children to complete Approaching Level Practice Book
page 1.

STRUCTURAL ANALYSIS/HIGH-FREQUENCY WORDS/VOCABULARY T71

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP

Approaching Level
Comprehension
READ FOR FLUENCY

OBJECTIVES Read the first paragraph of the Practice Book selection. Model reading
I Do
Read with sufficient with accuracy and with the appropriate rate and expression based on the
accuracy and fluency
to support text being read.
comprehension.
We Do
Read the next few paragraphs and have children repeat each sentence
after you. Point out how the correct expression in your voice can make the
text easier to understand.

You Do
Have children read the rest of the selection aloud. Remind them to use
good expression as they read.

IDENTIFY KEY DETAILS

OBJECTIVES
I Do
Remind children what a detail is. A detail is a piece of information about
Ask and answer such something. Details describe or tell about something. Stories have details in
questions as who,
what, where, when,
words and pictures.
why, and how to
demonstrate We Do
Read the first few paragraphs of the Practice Book selection aloud. Pause
understanding of key to point out details. What problem does Squirrel have? Whom does he ask
details in a text. for help?
Identify key details in Guide children to read the rest of the Practice Book selection. Prompt them
fictional text. You Do
to identify any important details. Encourage students to look at the picture
on page 4 and tell what details they learn from it.

T72 UNIT 1 WEEK 1

 WEEK 1

REVIEW KEY DETAILS

OBJECTIVES
I Do
Remind children that fantasy texts are understood through their key
Ask and answer such details. Key details are bits of important information that tell about the
questions as who,
people or animals in a story and what happens in a story.
what, where, when,
why, and how to
demonstrate We Do
Read the first few paragraphs of the Practice Book selection together.
understanding of key Pause to point out key details on each page. Who is this story about?
details in a text. What problem does Squirrel have? These are the key details of the text.

You Do
Stop reading on page 4 and say: What important details are on this page?
Apply skill to identify Who helps Squirrel? How do the friends help each other out? Record each
key details in a text.
detail on a Key Details chart. Help children determine which details are
important, or key, and which are not. Continue having children add key
details.

SELF-SELECTED READING

OBJECTIVES Read Independently

Read with sufficient
accuracy and fluency
Have children pick a fiction or fantasy selection that they have read for
to support sustained silent reading. Remind them that:
comprehension.
• they should look for the key details in the words and illustrations.
Read on-level text with • it is important to visualize what is happening in the story so they can
purpose and
better understand it.
understanding.
• as they read, they should pay special attention to how the key details
help them understand the story.
Apply the strategy
and skill to reread
text. Read Purposefully
Have children record the important details on the Key Details chart. After
reading, guide children to participate in a group discussion about the
selection they read. Guide children to:

• share the information they recorded on their Key Details chart.

• tell what they visualized as they read the story.
• tell what the story was mainly about and the key details that helped
them determine that.

COMPREHENSION T73
D I FFER ENT IATE D INS TRUCTION • S M AL L G R O UP

On Level

Leveled Readers:
The Quest Go
Digital
Before Reading
Preview and Predict
PD
P D
Have children turn to the title page. Read the title and author name
and have children repeat. Preview the selection’s illustrations. Prompt
Lexile 340 Leveled
TextEvaluator™ 13 children to predict what the selection might be about. Readers

OBJECTIVES
Review Genre: Fantasy
Ask and answer
such questions as Have children recall that a fantasy is a made-up story with characters, Detail Detail Detail

who, what, where, such as talking animals, that cannot exist in real life.
when, why, and
how to demonstrate Graphic
understanding of Essential Question Organizer
key details in a
text.
Set a purpose for reading: Let’s read to find out how friends depend on
each other.
Use information
gained from the Remind children that as they read a selection, they can ask questions
illustrations and about what they do not understand or want to know more about.
words in a print
or digital text Retelling
to demonstrate Cards
understanding of its
During Reading
characters, setting, or
plot. Close Reading
Note taking Ask students to use their graphic organizer while they read.
MATERIALS Pages 2–5 Explain to a partner how you visualize Fox. (The text says
Leveled Reader Fox is nervous. He looks shy in the picture.) What are some key details
The Quest about the characters and setting? (The characters are talking animals
and the setting is outside in nature.) How do the author and illustrator
work together to show the challenges on pages 4-5? (The challenges
are written on a giant leaf.)
Pages 6–7 Visualize what Bird did after she flew away at the end of
page 6. Tell a partner what Bird did. (Bird flew along the river, looking
for an easy place to cross.) What word on page 7 has the inflectional
ending -ed? (whistled)
Pages 8–10 What is a key detail about the events on page 9? (Possible
response: The text says Bird and Fox both have ideas about how to solve
the second challenge.)

T74 UNIT 1 WEEK 1

 WEEK 1

Pages 11–15 What is a key detail about the events on page 11? (Possible
response: Fox’s mother told him about the shy posy.) How do Fox’s words Literature
and actions on page 13 help you visualize the story? (Fox gulps, so I know Circles
he is scared. He says the wolves are mean, so I can picture why he would
Lead children in conducting
be afraid to meet them.) Why is puffed a better word choice than said
a literature circle using the
on page 14? (Puffed helps me visualize that Deer is out of breath from
Thinkmark questions to guide
climbing up the steep mountain.) the discussion. You may wish
to discuss what children have
learned about how friends
After Reading
depend on each other from
Respond to Reading both selections in the leveled
reader.
Have children complete the Respond to Reading questions on page 16.

Retell
Have children take turns retelling the selection. Help children make a
personal connection by asking: Have you ever been in a contest or game
where you worked together with a friend? How did you help each other?
Level-up
lessons
Model Fluency available
online.
Read the sentences, one at a time. Have children chorally repeat. Point
out that your voice goes up at the end of a question, and that you
express excitement when a sentence ends in an exclamation point.
Apply Have children practice repeated reading with partners. Provide
feedback as needed.

IF children read the On Level fluently

PA I R ED RE A D … and answered the questions
THEN pair them with children who
“Together” have proficiently read the Beyond Level
and have on-level children
Make Connections: • partner-read the Beyond Level main
Write About It selection.
Leveled Reader
Before reading, ask children to note that • Identify a part of the story they
the genre of this text is poetry. Discuss the Compare Texts statement. would like to learn more about.
After reading, ask children to make connections between what they
learned about friendship from “Together” and The Quest.
A C T Access Complex Text
The Beyond Level challenges children
by including more specific vocabulary
COMPARE TEXTS
and complex sentence structures.
• Have children use text evidence to compare a fantasy
story to a poem.

ON LEVEL T75
DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP

On Level
Phonics
BUILD WORDS WITH SHORT i and SHORT a

OBJECTIVES
I Do
Display Word Building Cards b, i, g. These are the letters b, i, g. They stand
Know and apply for /b/ /iii/ and /g/. I will blend /b/ /iii/ and /g/ together: /biiiig/, big.
grade-level phonics
and word analysis skills
The word is big. Repeat with a word with the short a sound, such as bag.
in decoding words.
We Do
Now, let’s do one together. Make the word pat using Word-Building
Cards. Let’s blend: /paaat/. Now let’s change the p to a c. Blend the word
Build and decode with me again: /kaaat/.
words with short i and
short a. Change the letter c to m. I am going to change the letter c in cat to the
letter m. Let’s blend and read the new word: /m/ /aaa/ /t/, /maaat/, mat.
The new word is mat.

You Do
Have children build and blend the words: map, tap, lap, lip, lit, sit, pit, pan.

Decodable Reader Have children read “Pat and Tim” (pages 1-6) and "Pals
Help Pals" (7-10).

Vocabulary
REVIEW WORDS

OBJECTIVES Use the Visual Vocabulary Cards to review each vocabulary word. Point to
I Do
Use words and phrases each word, read it aloud, and have children chorally repeat it.
acquired through
conversations, reading Guide children to use the Define/Example/Ask routine for each Vocabulary
and being read to, We Do
and responding to word using their Response Boards. Ask sample questions to help children
texts, including using respond and explain their answers.
adjectives and adverbs
to describe (e.g.,
You Do
Have children work with a partner to do the Define/Example/Ask routine
When other kids are
on their own for the remaining vocabulary words. Then have children write
happy that that makes
me happy). sentences about this week’s stories. Each sentence must contain at least
one vocabulary word.

T76 UNIT 1 WEEK 1

Comprehension WEEK 1

REVIEW KEY DETAILS

OBJECTIVES
I Do
Remind children that fiction or fantasy texts are made-up stories. Tell
Ask and answer children that a fiction story can be understood through its key details, or
such questions as
important details in the text and illustrations.
who, what, where,
when, why and how
to demonstrate We Do
Read the first few sentences of the Practice Book selection, “A Bicycle Built
understanding of key for Two,” aloud. Pause to point out the key details. Identify the details and
details in a text. prompt children to say why they are important. What information helps me
understand the passage best? Is it important that Squirrel needs help to fix
Identify the key details
his bike? What is Fox doing?
in a text.
You Do
Guide children to read the rest of the Practice Book selection. Remind them
to identify the important details as they read. Have children explain why
these details are important in the text.

SELF-SELECTED READING

OBJECTIVES Read Independently

Read with sufficient
accuracy and Have children pick a fiction or fantasy selection that they have read for
fluency to support sustained silent reading. Remind them to:
comprehension.
• use key details to help them understand the character, setting,
Read on-level text and events.
with purpose and
understanding. • visualize in their minds the events of the story to understand it better.

Read Purposefully
Apply the strategy and
skill to reread text. Have children record the key details on a Key Details chart. After reading,
guide partners to:

• share the information they recorded on their Key Details chart.

• tell how they knew it was a fantasy story.
• share what they visualized as they read about the characters and events
in the story.

PHONICS/VOCABULARY/COMPREHENSION T77
D I FFER ENT IATE D INS TRUCTION • S M AL L G R O UP

Beyond Level
Leveled Readers:
Class Pets Go
Before Reading
Digital
Preview and Predict
Read the title and author name. Have children preview the title page PD
PD
P D
and the illustrations. Ask: What do you think this book will be about?
Lexile 500 Do you think this is a true story? Why or why not? Leveled Readers
TextEvaluator™ 21

OBJECTIVES
Review Genre: Fantasy
Ask and answer Have children recall that fantasy stories are fictional stories that could
Deta
Detail Detail
tail
Detail De il
Det
Detail
such questions as not happen in real life. The characters may have special powers that
who, what, where,
when, why, and could not exist in real life.
how to demonstrate Graphic
understanding of key Essential Question Organizer
details in a text.
Remind children of the Essential Question: How do friends depend on
Use information each other? Have children set a purpose for reading by saying: What do
gained from the you want to find out about friendships as you read this book?
illustrations and
words in a print Remind children that as they read a selection, they can ask questions
or digital text about what they do not understand or want to know more about.
to demonstrate
understanding of its
characters, setting, or During Reading
plot.
Close Reading
MATERIALS Note taking Ask students to use their graphic organizer while they read.
Leveled Reader Pages 2–4 Explain to a partner how you visualize Rocky and Moe. (The
Class Pets
text says Rocky yawns and is bored, but then gets excited and feels
brave. The text says Moe is nervous and worries a lot.)
Pages 5–7 What are the key details about the setting in this chapter?
(It is a science classroom. There is a guinea pig and a lizard in cages.)
Why is grumbled a better word choice than said on page 5? (Grumbled
helps me visualize how grumpy old Harry talks.) What word has the
inflectional ending –ing on page 6? (struggling) What key detail helps
you know that Zip is awake on page 7? (The text says his tail curls
closer to his body.)

T78 UNIT 1 WEEK 1

 WEEK 1

Pages 8–10 Explain to a partner how you visualize Zip. (The text says
Zip smiles weakly and feels sick with a tummy ache.) What word on Literature
page 10 has the inflectional ending -ed? (struggled) Circles
Pages 11–15 What is a key detail about the events on page 11? (Possible
Lead children in conducting
response: The janitor is in the hallway nearby.) How do the key details a literature circle using the
about Harry on page 13 help you understand him better? (Possible Thinkmark questions to guide
response: When Harry screams, it shows he is trying to distract Mr. Otis the discussion. You may wish
and help the hamsters escape.) to discuss what children have
learned about how friends
depend on each other from
After Reading both selections in the leveled
reader.
Respond to Reading
Have children complete the Respond to Reading questions on page 16.

Retell
Have children take turns retelling the selection. Help children make
a personal connection by writing about the personality traits of their
own friends. Say: Write about ways that your friends show that they are
brave or loyal. What other words tell about what your friends are like?

PAI R ED RE A D … SYNTHESIZE Challenge

students to think of ways that real-
life animals depend on each other
“What Friends Do” like friends do. Children should
give one example and write a few
Make Connections: sentences to describe how the
Write About It animals depend on each other.
Leveled Reader
Before reading “What Friends Do,” EXTEND Have children use
have children preview the title page and prompt them to identify the nonfiction classroom books about
genre. Discuss the features of poetry. Then discuss the Compare Texts animals to help them do their
statement. After reading, have children work with a partner to discuss research.
“What Friends Do” and Class Pets. Ask children to make connections
by comparing and contrasting how friends help each other in each
selection.

COMPARE TEXTS
• Have children use text evidence to compare a fantasy
to a poem.

BEYOND LEVEL T79

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP

Beyond Level
Vocabulary
REVIEW DOMAIN-SPECIFIC WORDS

OBJECTIVES
Model
Use the Visual Vocabulary Cards to review the meaning of the words
Use words and phrases depend and actions. Write social studies-related sentences on the board
acquired through
conversations, reading
using the words.
and being read to.
Write the words adventure and janitor on the board and discuss the
meanings with children. Then help children write sentences using
these words.

Apply
Have children work in pairs to review the meanings of the words peered
and nervously. Then have partners write sentences using the words.

INFLECTIONAL ENDINGS

OBJECTIVES
Model
Read aloud the first page of the Comprehension and Fluency passage on
Know and apply Beyond Level Practice Book pages 3–4.
grade-level phonics
and words analysis Think Aloud When I read the first page, I want to understand the word
skills in decoding
words. continued. Two clues help me: the root word "continue" means “go on”
and the ending -ed helps me understand that the word means "went on."
Use a known root With children, read the next page. Help them use the inflectional ending
word as a clue to
to figure out the meanings of the words explained and sighed.
the meaning of an
unknown word with
the same root (e.g., Apply
Have pairs of children read the rest of the story. Ask them to use their
addition, additional). knowledge of root words and inflectional endings to determine the
meanings of the following words: turned, oiled, climbed.

Shades of Meaning Using their definition of the words nervously and

afraid, have partners write an explanation of the difference between the
two words. Have them use artwork to depict the two words.

T80 UNIT 1 WEEK 1

Comprehension WEEK 1

REVIEW KEY DETAILS

OBJECTIVES Model
Remind children that key details in a passage help the reader understand
Ask and answer the story. Key details can be about the characters, setting, or events in a
such questions as passage. Key details can be found in the illustrations and also in the text.
who, what, where,
when, why, and
Have children read the first few sentences of the Comprehension and
how to demonstrate
understanding of key Fluency passage of Beyond Level Practice Book pages 3–4. Ask open-
details in a text. ended questions to facilitate discussion, such as: Is this information a
key detail for understanding the story? Children should support their
responses with details in the text.

Apply
Have children identify the key details in each paragraph in the rest of
the passage as they independently fill in a Key Details chart. Then have
partners use their work to determine the key details of the whole passage.

SELF-SELECTED READING

OBJECTIVES Read Independently

Ask and answer
such questions as
Have children choose a fantasy book for sustained silent reading.
who, what, where,
when, why, and • As children read, have them fill in a Key Details chart.
how to demonstrate • Remind them to reread difficult sections of the text.
understanding of key
details in a text.
Read Purposefully
Reread difficult Encourage children to keep a reading journal. Ask them to read different
sections in a books in the fantasy genre in order to learn about the variety of characters
text to increase and subjects covered by the genre.
understanding.
• Children can write summaries of the books in their journals.
• Ask children to share their reactions to the books with classmates.

Independent Study Challenge children to discuss how their books relate

to the weekly theme of friendship. Have children compare the way friends
depend on each other in the different selections they have read.

VOCABULARY/COMPREHENSION T81
D I FFER ENT IATE D INS TRUCTION • S M AL L G R O UP

English Language Learners

Shared Read
Little Flap Learns to Fly Go
Digital
Before Reading
Build Background
P
PD
Read the Essential Question: How do friends depend on each other?
• Explain the meaning of the Essential Question: When you depend on Little Flap
Reading/Writing
Workshop
a friend, you rely on, or trust, that friend to help you. For example, Learns to Fly
you might depend on a friend to help you with your homework.

OBJECTIVES
• Model an answer: Friends work together as a team. They depend on
Detail Detail Detail

each other for help.

Read with sufficient
accuracy and • Ask children a question that ties the Essential Question to their
fluency to support own background knowledge: Turn to a partner and think of a way Graphic
comprehension. Organizer
friends depend on each other. How do you depend on a friend? Call on
Read on-level text
several pairs.
with purpose and
understanding.
During Reading
Ask and answer Interactive Question Response
such questions as
who, what, where, • Ask questions that help children understand the meaning of the text
when, why, and after each paragraph.
how to demonstrate
understanding of key • Reinforce the meanings of key vocabulary providing meanings
details in a text. embedded in the questions.

Use information • Ask children questions that require them to use key vocabulary.
gained from the • Reinforce strategies and skills of the week by modeling.
illustrations and
words in a print
or digital text
to demonstrate
understanding of its
characters, setting, or
plot.

ACADEMIC
LANGUAGE
reread, key details,
visualize

T82 UNIT 1 WEEK 1

 WEEK 1

Little Flap Learns to Fly this makes Little Flap feel better? (Yes.) Why? (He
knows that his friends will help him.)
Pages 22–23
Are Tuff and Fluff friends that Little Flap
Point to the title. Listen as I read the title of the can depend on? (Yes.) How do you know? (They
selection. Point to each word as you read it. What will help him. They will rescue him if he falls.)
is the title? (Little Flap Learns to Fly) Little Flap is
the name of one of the characters in the selection. Pages 26–27
Point to the birds in the illustrations. These animals
are birds. Little Flap is a bird. Say bird with me: bird. Let’s use the illustrations to picture what is
The birds are in a tree. Point to Little Flap and his happening on these pages. What are the birds
friends Tuff and Fluff. This is Little Flap and these doing? (They are jumping out of the tree and
are his friends Tuff and Fluff. Let’s read the story to flying.) Where will they land? (They’ll land on
find out how the friends depend on each other. the grass.)

Pages 24–25 How does Flap feel after flying for the
first time? (He feels good. He can depend on his
This story tells about Little Flap. He is afraid to friends to help him. He likes flying!)
learn how to fly. Look at the illustrations. Which
Explain and Model the Phonics Read this
bird looks afraid? (the green bird)
sentence: Then they flapped their wings fast and
Listen as I read these sentences from the story: jumped. Listen carefully. Raise your hand when
Tuff and Little Flap watched Fluff. Then they you hear a word that has the /a/ sound. (flapped,
copied her actions. What does it mean to copy fast) Now let’s practice saying each word together:
someone’s actions? (It means to do what that flapped, fast.
person does.) The friends learn from each other.
That’s how they depend on each other.
After Reading
Explain and Model the Strategy Help children to
visualize what is happening in the story. Point to Make Connections
the illustrations to help them understand what the • Review the Essential Question.
characters look like. Here are Flap and his friends.
I can picture them in my mind. I can picture
them trying to jump out of the nest to fly for the
first time. Visualizing helps me understand the
story better.
Listen as I read these sentences: Soon it was time
to fly. Little Flap could no longer keep his feelings
a secret. He asked, “Will I fall? I don’t want to get
hurt.” How does Little Flap feel? (afraid, scared)
Listen to this sentence: If you fall, Tuff and I will
rescue you. “Rescue” means “to save.” Do you think

ENGLISH LANGUAGE LEARNERS T83

D I FFER ENT IATE D INS TRUCTION • S M AL L G R O UP

English Language Learners

Leveled Reader:
The Quest Go
Digital
Before Reading
Preview
Read the title. Ask: What is the title? Say it again. Repeat with the PD
P D
author’s name. Tell children that a quest is “a long search or journey for
Lexile 300 something or someone.” Preview the selection’s illustrations. Have children Leveled
TextEvaluator™ 5 Readers
describe the images. Use simple language to tell about each page. Follow
OBJECTIVES with questions, such as: Who are the animal friends in this story?
Ask and answer such
questions as who, ESSENTIAL QUESTION Detail Detail Detail

what, where, when, Remind children of the Essential Question. Say: Let’s read to find out
why, and how to
how these friends depend on each other. Encourage children to seek
demonstrate Graphic
understanding of key clarification when they encounter a confusing word or phrase. Organizer
details in a text.
During Reading
Use information
gained from the Interactive Question-Response
illustrations and
words in a print or Pages 2–3 Point to the badger in the illustrations. This is an animal
digital text to called a badger. Point out the deer, fox, and bird. Have children name Retelling
demonstrate Cards
these animals. Then say: The animals are on a quest. A quest is a
understanding of its
characters, setting, or journey to look for something. Fox is getting the list with a series of
plot. tests, which are things that the team must do. How does Fox look
when he gets the list? (Fox looks shy or nervous.)
MATERIALS Pages 4–5 What are the animals reading on this page? (They are
Leveled Reader reading a list of what they have to do in the quest.) The directions have
The Quest clues. Have you ever played a game with clues? What have you played?
Pages 6–7 Fox is still afraid in this story. What is he afraid to do on
these pages? (He is afraid to cross the river.) Why? (He doesn’t want to
get wet.) How does Bird help his friends? (Bird finds a place to cross.)
Pages 8–9 Look at the illustration on page 8. How does Deer help Fox?
(Deer carries Fox across the river.) What do the characters do on page 9?
(They try to figure out the second clue.)
Pages 10–11 What do the animals have to find? (They have to find a
rare flower.) How does Fox help his friends? (He finds a rare flower.)
Pages 12–13 Read page 12 with children. Then tell them to look at the
illustration on page 13. Ask: What do you think the friends will climb?

T84 UNIT 1 WEEK 1

 WEEK 1

(They will climb a mountain.) Then read page 13 with children. Ask:
Why is Fox scared of climbing Mount Sid? (Mean wolves live there.) Literature
Pages 14–15 On page 15, we find out how each animal helped his or Circles
her friends. Let’s read the page together. Point to each animal and say
Lead children in conducting a
its name. literature circle using the
Thinkmark questions to guide
the discussion. You may wish
After Reading
to discuss what children
Respond to Reading have learned about how
friends depend on each other
Have children complete the Respond To Reading questions on page 16.
from both selections in the
Pair children with peers of varying language abilities. leveled reader.

Retell
Model retelling using the Retelling Card prompts. Then guide children
to retell the selection to a partner.

Fluency: Expression
Read the sentences in the book, one at a time. Help children echo-read Level-up
lessons
the pages expressively and with appropriate intonation. Model using available
your voice to show that excitement. online.

Apply
Have children practice reading with a partner. Pair children with peers
of varying language abilities. Provide feedback as needed.

IF children read the ELL Level fluently

PA I R ED RE A D … and answered the questions
THEN pair them with children who
“It Takes a Friend” have proficiently read the On Level and
have children
Make Connections: • ECHO-READ the On Level main
Write About It Leveled Reader
selection with their partners.
Before reading, tell children that this text • LIST difficult words and phrases and
is a poem, not a fantasy. Then discuss the Compare Texts statement. discuss them with their partners.
After reading, ask children to make connections between “It Takes a
Friend” and The Quest. Prompt children by providing sentence frames:
In friends helped each other by . A C T Access Complex Text
The On Level challenges children by
including more specific vocabulary and
COMPARE TEXTS
complex sentence structures.
• Have children use text evidence to compare a fantasy
story to a poem.

ENGLISH LANGUAGE LEARNERS T85

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L GR O UP

English Language Learners

Vocabulary
PRETEACH VOCABULARY

OBJECTIVES Preteach vocabulary from “Little Flap Learns to Fly,” following the
I Do
Use words and phrases Vocabulary Routine found on the Visual Vocabulary Cards for words
acquired through
conversations, reading actions, afraid, depend, nervously, peered, perfectly, rescue, and secret.
and being read to.
We Do
After completing the Vocabulary Routine for each word, point to the
word on the Visual Vocabulary Card and read the word with children. Ask
Preteach vocabulary children to repeat the word.
words.

You Do
Have children work with a partner to use two words in sentences or
questions. Then have each pair read the sentences aloud.
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced/High
Use vocabulary words
Help children write the Ask children to write one Challenge children to
sentences and read them sentence and one write one sentence and
aloud. question. one question for each
word.

REVIEW VOCABULARY

OBJECTIVES Review this week’s vocabulary words. Read each word aloud pointing to
I Do
Use words and phrases the word on the Visual Vocabulary Card. Have children repeat after you.
acquired through
conversations, reading Then follow the Vocabulary Routine on the back of each card.
and being read to.
We Do
Define each word without revealing the word. Have children guess which
word you are defining.
Review vocabulary
words. You Do
In pairs, have children make a list of clues for each word. Ask them to read
their clues aloud to the class to guess the word.
LANGUAGE Beginning Intermediate Advanced/High
OBJECTIVE
Use vocabulary words.
Help children use two or Have children create a Have children work in
three of the words to crossword puzzle using all pairs to create flash cards
create a simple crossword vocabulary words and the with the word on one side
puzzle with simple clues. clues in complete and its detailed clue on
sentences they created. the other side.

T86 UNIT 1 WEEK 1

 WEEK 1

INFLECTIONAL ENDINGS

OBJECTIVES
I Do
Read aloud the last paragraph on page 24 of “Little Flap Learns to Fly."
Identify frequently Point out that the word watched has the inflectional ending -ed. Remind
occurring root words
children that to understand the meaning of a word they do not know, they
(e.g., look) and their
inflectional forms can separate the root word from the ending.
(e.g., looks, looked,
looking). Think Aloud I know that the root word watch means “to look at someone
or something very carefully.” The ending -ed means that this action
happened in the past. The word watched means “looked at something or
Review inflectional
endings.
someone very carefully in the past.”

We Do
Tell children that the word seem means “how something appears to be.”
Then ask a volunteer to tell what the word “seemed” means.
LANGUAGE
OBJECTIVE
You Do
In pairs, have children use what they learned to write definitions for the
Use inflectional
endings. words jumped and lifted on page 26.
Beginning Intermediate Advanced/High
Help children identify and Ask children to explain Have children locate two
define the root words in how they used the more words in the story
the words. Work with inflectional ending -ed to with the inflectional
them to tell what the define each word. ending -ed. Help them
inflectional ending -ed explain how the skill helps
means. them define each word.

ADDITIONAL VOCABULARY

OBJECTIVES
I Do
List academic language from “Little Flap Learns to Fly:” fantasy, details;
Use knowledge of and additional vocabulary words from “The Quest:” quest, wondered.
language and its
Define each word for children: A quest is a long search for something.
conventions when
writing, speaking,
reading, or listening. We Do
Model using the words for children in a sentence: I am on a quest to find my
lost library book. Then provide sentence frames and complete them with
children: I am on a quest to .
Use academic
language.
You Do
Have pairs take turns dictating sentences with the words.

Beginning Intermediate Advanced/High

LANGUAGE
Provide children with Have one partner quick- Have partners write a
OBJECTIVE
sentence starters. Guide draw a word. The other paragraph using the
Use inflectional
them in writing and partner guesses the word, words. Have them read
endings.
saying their sentences. then uses it in the their paragraphs aloud to
sentence. another pair of children.

VOCABULARY T87
DI F FER ENT I ATE D INS TRUCTIO N • S M AL L GR O UP

English Language Learners

Writing/Spelling
WRITING TRAIT: IDEAS

OBJECTIVES Explain that writers share their ideas by giving details about one thing or
I Do
Write narratives in one event at a time. Write and read these sentences: I helped my friend.
which they recount a
well-elaborated event I helped my friend learn to kick a soccer ball. Have children tell which
or short sequence of sentence gives details about the event. Have them add other details.
events, include details
to describe actions,
We Do
Read the first sentence of “Little Flap Learns to Fly,” emphasizing the word
thoughts, and feelings, happy. Ask children which word gives the best detail about how Little Flap
use temporal words to
signal event order, feels. (happy) Repeat the exercise with the first sentence from page 24.
and provide a sense of
closure. You Do
Have children write a sentence about a time they helped a friend. Remind
them to use words that give details about one thing or one event.

ACADEMIC Beginning Intermediate Advanced/High

LANGUAGE Provide a sentence frame Ask children to describe Ask children to describe
details, order to copy and complete. how they met their best friends. Elicit details. How
friend. does your friend help
other people?

WORDS WITH SHORT a, SHORT i

OBJECTIVES Read aloud the Spelling Words on T14. Segment the sounds in each word.
I Do
Know and apply Point out the short i. Read aloud, segment, and spell the remaining words
grade-level phonics
and word analysis skills and have children repeat with the short a sound.
in decoding words.
We Do
Read the first sentence from Dictation Routine on page T14 aloud. Then,
read the short i word slowly and ask children to repeat. Have them write
the word. Repeat for the remaining sentences and for the short a sound.
LANGUAGE
OBJECTIVES Display the words. Have children work with a partner to check their
You Do
Spell words with short spelling lists. Have children correct misspelled words on their list.
a and i sounds.
Beginning Intermediate Advanced/High
Help children copy the After children have Challenge children to
words with correct corrected their words, think of words that have
spelling and say the word. have pairs quiz each other. the short i or a sound.

T88 UNIT 1 WEEK 1

Grammar WEEK 1

SENTENCES

OBJECTIVES
I Do
Review that a sentence tells a complete thought or idea. Write the
Demonstrate following sentences on the board: Who is your friend? Sam is my friend.
command of the
Read the sentences. Point out the two types of sentences, a statement and
conventions of
standard English a question. Say: Each of these sentences ends in a different symbol. The
grammar and usage first is a question mark. The second is a period.
when writing or
speaking. Write the sentence frames on the board. Have children read the sentences
We Do
and tell whether each is a statement or a question. Have them say: The
LANGUAGE sentence is a .
OBJECTIVE
Where is Luis?
Recognize that words
make up sentences. Luis is my friend.
Luis lives on Maple Street.

You Do
Write the following sentence frames on the board.

The friends What do the friends

Pair children and have them complete each sentence frame by providing
details from this week’s readings. Have them end each sentence with a
period or a question mark. Circulate, listen in, and take note of each child’s
ELL Language language use and proficiency.
Transfers
While all other
Beginning Intermediate Advanced/High
languages use the Describe the illustrations Ask children to tell Ask children to describe
concept of the in “Little Flap Learns to whether each sentence the illustrations by using
sentence, some other Fly.” Ask: What are the they made is a statement both statements and
languages differ in friends doing? Model a or a question. Ask them questions. Tell them to
their punctuation. response by completing to explain which sentence explain what makes each
Provide extra support the statement or question should end in a period sentence a complete
by pointing out the in the You Do section. and which should end in thought or idea.
punctuation marks Help children identify the a question mark.
that make up complete thought in the
sentences, such as sentence.
the period,
exclamation point,
and question mark.

WRITING/SPELLING/GRAMMAR T89
 PROGRESS
MONITORING
Unit 1 Week 1
Instructional
Standards Component
Component forfor
Formal
Focus
Covered Assessment
Assessment
Assessment

• Comprehension
RL.2.1 • Selection
• Selection Test
Test
Skill • Weekly
• Weekly Assessment
Assessment
Text Evidence • Vocabulary • Approaching-Level
• Approaching-Level
Strategy Weekly
Weekly Assessment
Assessment

Comprehension
RL.2.1 • Weekly
Skill • Weekly Assessment
Assessment
Key Details • Approaching-Level
• Approaching-Level
Weekly
Weekly Assessment
Assessment

Vocabulary
L.1.4c • Selection
Strategy • Selection Test
Test
• Weekly
• Weekly Assessment
Assessment
Inflectional Endings
• Approaching-Level
• Approaching-Level
Weekly
Weekly Assessment
Assessment

• Comprehension
W.2.8 Weekly
Weekly Assessment
Assessment
Writing About Text Skill
Writing About Text • English Language
Conventions
Unit 1 Week 1 • Writing to Stimuli
Standards Component for
Informal
Covered Assessment
Assessment
Unit 1 Week 1
Instructional Component for
Informal
Focus Assessment
Assessment
Research/Listening/ SL.2.1c, SL.2.2, • RWW
Collaborating SL.2.3 • Teacher’s Edition
• Listening • RWW
Research/Listening/ • RF.2.4a,
Speaking Fluency Assessment
• Teacher’s Edition
Oral Reading Fluency
Collaborating RF.2.4b, RF.2.4c
(ORF) • Research
Fluency Goal: 41 to 61 words
correct per minute
Oral Reading (WCPM) • Reading Accuracy
Fluency Fluency Assessment
(ORF) Rate Goal: 95% or• Prosody
Accuracy
higher
Fluency Goal: 41 to 61
words correct per minute
(WCPM)
Accuracy Rate Goal: 95%
or higher

T90 UNIT 1
Using Assessment Results WEEK 1

Weekly
Assessment Skills If . . . Then . . .
and Fluency

Children score below . . . assign Lessons 10–12 on Main Idea and

COMPREHENSION 70% . . . Key Details from the Tier 2 Comprehension
Intervention online PDFs.

Children score below . . . assign Lesson 103–104 on Using Inflectional

VOCABULARY 70% . . . Endings from the Tier 2 Vocabulary Intervention
online PDFs.

Children score below . . . assign Lessons 10–12 and/or Write About

WRITING “3” on constructed Reading Lessons from Section 13 of the Tier 2
response . . . Comprehension Intervention online PDFs.

Children have a WCPM . . . assign a lesson from Section 1, 9, or 10 of

score of 36–40 . . . the Tier 2 Fluency Intervention online PDFs.

Children have a WCPM . . . assign a lesson from Sections 2–8 of the

score of 0–35 . . . Tier 2 Fluency Intervention online PDFs.

Using Weekly Data

Check your data Dashboard to verify assessment
results and guide grouping decisions.

Data-Driven Recommendations
Response to Intervention
Use the appropriate sections of the Placement and Diagnostic Assessment
as well as students’ assessment results to designate students requiring:
TIER TIER

2 Intervention Online PDFs 3 WonderWorks Intervention Program

PROGRESS MONITORING T91